Pub Date : 2019-03-11DOI: 10.1007/s41686-019-00026-1
R. B. Shapiro, P. Wardrip
{"title":"Teachers Reasoning About Students’ Understanding: Teachers Learning Formative Instruction by Design","authors":"R. B. Shapiro, P. Wardrip","doi":"10.1007/s41686-019-00026-1","DOIUrl":"https://doi.org/10.1007/s41686-019-00026-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"16 - 26"},"PeriodicalIF":1.5,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00026-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-26DOI: 10.1007/s41686-018-0025-5
Julie A. Bridges, Jill E. Stefaniak, John Baaki
{"title":"A Formative Design Examining the Effects of Elaboration and Question Strategy with Video Instruction in Medical Education","authors":"Julie A. Bridges, Jill E. Stefaniak, John Baaki","doi":"10.1007/s41686-018-0025-5","DOIUrl":"https://doi.org/10.1007/s41686-018-0025-5","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"2 1","pages":"129 - 143"},"PeriodicalIF":1.5,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0025-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.1007/s41686-018-0024-6
D. Henriksen, William Cain, Punya Mishra
{"title":"Everyone Designs: Learner Autonomy through Creative, Reflective, and Iterative Practice Mindsets","authors":"D. Henriksen, William Cain, Punya Mishra","doi":"10.1007/s41686-018-0024-6","DOIUrl":"https://doi.org/10.1007/s41686-018-0024-6","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"2 1","pages":"69 - 81"},"PeriodicalIF":1.5,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0024-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-07DOI: 10.1007/s41686-018-0023-7
Andrew Gillen, Cheryl Carrico, Jake Grohs, Holly Matusovich
By recognizing disconnects between practitioner conceptions of engineering outreach with young people (specifically a lack of focus on cultural relevance), and researcher conceptions of a culturally relevant approach to engineering outreach, we set out to bridge theory and practice by iteratively designing and implementing interventions. We engaged in a cycle of research-informed practice and practice-informed research to develop more culturally relevant approaches to broadening participation in engineering. Research-based findings focused on the importance of understanding common misconceptions of engineering that intervention participants and facilitators may possess. Such understanding enables iterative improvement of activities and research instruments that yield meaningful results. Practice-based insights included findings regarding intervention structure such as needs for different facilitator-to-student ratios for different age groups, and providing volunteer facilitators with a list of “helpful hints” to consider and/or open-ended questions to ask.
{"title":"Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach","authors":"Andrew Gillen, Cheryl Carrico, Jake Grohs, Holly Matusovich","doi":"10.1007/s41686-018-0023-7","DOIUrl":"https://doi.org/10.1007/s41686-018-0023-7","url":null,"abstract":"By recognizing disconnects between practitioner conceptions of engineering outreach with young people (specifically a lack of focus on cultural relevance), and researcher conceptions of a culturally relevant approach to engineering outreach, we set out to bridge theory and practice by iteratively designing and implementing interventions. We engaged in a cycle of research-informed practice and practice-informed research to develop more culturally relevant approaches to broadening participation in engineering. Research-based findings focused on the importance of understanding common misconceptions of engineering that intervention participants and facilitators may possess. Such understanding enables iterative improvement of activities and research instruments that yield meaningful results. Practice-based insights included findings regarding intervention structure such as needs for different facilitator-to-student ratios for different age groups, and providing volunteer facilitators with a list of “helpful hints” to consider and/or open-ended questions to ask.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"21 1","pages":"121-128"},"PeriodicalIF":1.5,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-16DOI: 10.1007/s41686-018-0022-8
Michele Garabedian Stork, Honey Goode, Richard Jeter, Jingshun Zhang
This mixed methods program evaluation explores the perceptions of students and teachers who participated in digital activities at a university-sponsored literacy festival. The goal of the digital activities was to introduce a diverse student population to digital tools that may be used to assist in understanding, evaluating, and creating literature. Thoughtfully planned and executed digital activities have the potential to increase student motivation, collaboration, and creativity, which may lead to an improvement in student achievement. Incorporating technology in instruction empowers students and promotes opportunities for authentic learning. The purpose of this evaluation was to examine the efficacy of the digital activities to provide formative feedback to guide enhancements of the digital workshop at future annual literacy festivals and contribute to the discussion of digital learning activities on student literacy achievement.
{"title":"Embracing the Power of Digital in Literacy Education: Evaluating the Effectiveness of Digital Activities","authors":"Michele Garabedian Stork, Honey Goode, Richard Jeter, Jingshun Zhang","doi":"10.1007/s41686-018-0022-8","DOIUrl":"https://doi.org/10.1007/s41686-018-0022-8","url":null,"abstract":"This mixed methods program evaluation explores the perceptions of students and teachers who participated in digital activities at a university-sponsored literacy festival. The goal of the digital activities was to introduce a diverse student population to digital tools that may be used to assist in understanding, evaluating, and creating literature. Thoughtfully planned and executed digital activities have the potential to increase student motivation, collaboration, and creativity, which may lead to an improvement in student achievement. Incorporating technology in instruction empowers students and promotes opportunities for authentic learning. The purpose of this evaluation was to examine the efficacy of the digital activities to provide formative feedback to guide enhancements of the digital workshop at future annual literacy festivals and contribute to the discussion of digital learning activities on student literacy achievement.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"14 1","pages":"82-101"},"PeriodicalIF":1.5,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-03-05DOI: 10.1007/s41686-018-0019-3
Benjamin A. Kehrwald, Garth D. Stahl, E. Sharplin
{"title":"Real-Time Coaching in Initial Teacher Education: a Design-Based Approach","authors":"Benjamin A. Kehrwald, Garth D. Stahl, E. Sharplin","doi":"10.1007/s41686-018-0019-3","DOIUrl":"https://doi.org/10.1007/s41686-018-0019-3","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"3 1","pages":"1 - 15"},"PeriodicalIF":1.5,"publicationDate":"2018-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0019-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-12DOI: 10.1007/s41686-018-0016-6
K. Liu, Richard Miller, Ellyn M. Dickmann, Kristen Monday
{"title":"Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas","authors":"K. Liu, Richard Miller, Ellyn M. Dickmann, Kristen Monday","doi":"10.1007/s41686-018-0016-6","DOIUrl":"https://doi.org/10.1007/s41686-018-0016-6","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"2 1","pages":"8 - 19"},"PeriodicalIF":1.5,"publicationDate":"2018-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0016-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-20DOI: 10.1007/s41686-017-0014-0
Rebecca J. Rowe, Lori Koban, A. Davidoff, Kathryn H. Thompson
{"title":"Efficacy of Online Laboratory Science Courses","authors":"Rebecca J. Rowe, Lori Koban, A. Davidoff, Kathryn H. Thompson","doi":"10.1007/s41686-017-0014-0","DOIUrl":"https://doi.org/10.1007/s41686-017-0014-0","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"892 1","pages":"56 - 67"},"PeriodicalIF":1.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-017-0014-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53232887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-01Epub Date: 2017-12-06DOI: 10.1007/s41686-017-0011-3
Noah J Glaser, Matthew Schmidt, Shari L Wade, Aimee Smith, Luke Turnier, Avani C Modi
This case study discusses the design, development, and formative evaluation of Epilepsy Journey, an individually-tailored, web-based intervention designed to address the unique executive functioning (EF) needs of adolescents with epilepsy. This intervention was designed through a three-phase iterative, patient-centered participatory action research process. First, a front-end analysis was completed to identify the unique needs of adolescents with epilepsy and initial design ideas via focus groups. Second, a preliminary design of the intervention was developed from focus group results. Finally, we iteratively incorporated revisions and refinements based on patient-centered feedback collected during usability sessions. Findings based on usage analytics, user reports, and coded qualitative themes from usability sessions suggest that our iterative, patient-centered approach to design, development, and evaluation resulted in a visually appealing interactive and brief intervention that is both engaging and individually tailored to the needs of adolescents with epilepsy.
{"title":"The formative design of Epilepsy Journey: A web-based executive functioning intervention for adolescents with epilepsy.","authors":"Noah J Glaser, Matthew Schmidt, Shari L Wade, Aimee Smith, Luke Turnier, Avani C Modi","doi":"10.1007/s41686-017-0011-3","DOIUrl":"https://doi.org/10.1007/s41686-017-0011-3","url":null,"abstract":"<p><p>This case study discusses the design, development, and formative evaluation of Epilepsy Journey, an individually-tailored, web-based intervention designed to address the unique executive functioning (EF) needs of adolescents with epilepsy. This intervention was designed through a three-phase iterative, patient-centered participatory action research process. First, a front-end analysis was completed to identify the unique needs of adolescents with epilepsy and initial design ideas via focus groups. Second, a preliminary design of the intervention was developed from focus group results. Finally, we iteratively incorporated revisions and refinements based on patient-centered feedback collected during usability sessions. Findings based on usage analytics, user reports, and coded qualitative themes from usability sessions suggest that our iterative, patient-centered approach to design, development, and evaluation resulted in a visually appealing interactive and brief intervention that is both engaging and individually tailored to the needs of adolescents with epilepsy.</p>","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"1 2","pages":"126-135"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-017-0011-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35982448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-01DOI: 10.1007/s41686-017-0012-2
Paul Bazelais, Tenzin Doleck, D. Lemay
{"title":"Exploring the Association Between Formative and Summative Assessments in a Pre-University Science Program","authors":"Paul Bazelais, Tenzin Doleck, D. Lemay","doi":"10.1007/s41686-017-0012-2","DOIUrl":"https://doi.org/10.1007/s41686-017-0012-2","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"1 1","pages":"65 - 72"},"PeriodicalIF":1.5,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-017-0012-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47532664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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