Pub Date : 2023-03-07DOI: 10.14434/ijdl.v14i1.35222
J. Zydney, Casey Hord
In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students’ work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future
{"title":"Learning from Design Failures: A Virtual Mathematics Tutoring Program","authors":"J. Zydney, Casey Hord","doi":"10.14434/ijdl.v14i1.35222","DOIUrl":"https://doi.org/10.14434/ijdl.v14i1.35222","url":null,"abstract":"In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students’ work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42107091","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 : 2023-03-07DOI: 10.14434/ijdl.v14i1.34538
W. Swann
Universities have become accustomed to steady growth in their online programs. When the COVID pandemic began, most also faced the related challenge of a sudden need for emergency remote teaching. This article explores the development of concise demonstration videos to support online and remote faculty at a large Hispanic-serving Research 1 university in the southwestern US. The original purpose of the project was to meet the regular needs of growing online programs. However, the project began just before the local outbreak of COVID in early 2020 and morphed into support for the larger number of faculty facing emergency remote teaching as a new challenge. This design case examines the decision to develop just-in-time (JIT) video supports inhouse, the staff and technology resources involved, design moves during the development process, mid-course design adjustments, promotion of the completed resource, and subsequent faculty usage.
{"title":"Developing Just-in-Time Video Resources to Support Online and Remote Teaching","authors":"W. Swann","doi":"10.14434/ijdl.v14i1.34538","DOIUrl":"https://doi.org/10.14434/ijdl.v14i1.34538","url":null,"abstract":"Universities have become accustomed to steady growth in their online programs. When the COVID pandemic began, most also faced the related challenge of a sudden need for emergency remote teaching. This article explores the development of concise demonstration videos to support online and remote faculty at a large Hispanic-serving Research 1 university in the southwestern US. The original purpose of the project was to meet the regular needs of growing online programs. However, the project began just before the local outbreak of COVID in early 2020 and morphed into support for the larger number of faculty facing emergency remote teaching as a new challenge. This design case examines the decision to develop just-in-time (JIT) video supports inhouse, the staff and technology resources involved, design moves during the development process, mid-course design adjustments, promotion of the completed resource, and subsequent faculty usage.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44027250","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 : 2022-12-05DOI: 10.1007/978-1-4419-1428-6_162
Daniel Martin, B. Hokanson
{"title":"Informal Learning","authors":"Daniel Martin, B. Hokanson","doi":"10.1007/978-1-4419-1428-6_162","DOIUrl":"https://doi.org/10.1007/978-1-4419-1428-6_162","url":null,"abstract":"","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/978-1-4419-1428-6_162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44310358","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 : 2022-11-15DOI: 10.14434/ijdl.v13i2.34055
Kristin Herman, Patricia Davidson
This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities.
{"title":"Orientation Online","authors":"Kristin Herman, Patricia Davidson","doi":"10.14434/ijdl.v13i2.34055","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.34055","url":null,"abstract":"This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities. ","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742079","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 : 2022-11-08DOI: 10.14434/ijdl.v13i2.32356
Makhosazana L. Lunga, Craig D. Howard
This design case presents an early career designer’s reflection on the design and design narrative from an asynchronous video tutorial, reflecting on the unexpected obstacles of the process and unintended consequences of certain design decisions. The first author designed a tutorial for a non-academic department of a large southeastern university. The first author was an early career instructional designer at the time of this design. She shares insights that she gained through this design process, reflecting on developing communication strategies for working with the client and other stakeholders, as well as the critical moments where she might have avoided design failures. The second author mentored her and supported the design case’s development. He has included reflection notes in the article in key locations where common challenges to writing the case appeared. This design case details how assumptions and infrequent communication, or communication that lacked vital details, impacted the design process. It offers readers pivotal discoveries that figured prominently in the final design and compelled the designer to reflect on how the design came to be as it was. The case aims to share the precedent embodied in the design (Howard et al., 2012). This case is presented not to generalize about all cases but rather to offer readers the opportunity to find their own utility in the narrative and reflections. We hope that sharing this experience of reflecting on design inspires creativity in overcoming challenges to communication and collaboration.
这个设计案例呈现了一个早期职业设计师对异步视频教程的设计和设计叙述的反思，反映了过程中意想不到的障碍和某些设计决策的意想不到的后果。第一作者为东南一所大型大学的非学术性部门设计了一个教程。第一作者是一个早期的职业教学设计师在这个设计的时候。她分享了她在这个设计过程中获得的见解，反思了与客户和其他利益相关者合作时制定的沟通策略，以及她可能避免设计失败的关键时刻。第二作者指导她并支持设计案例的发展。他在文章中包含了对撰写案例的共同挑战出现的关键位置的反思笔记。这个设计案例详细说明了假设和不频繁的沟通，或者缺乏重要细节的沟通，是如何影响设计过程的。它向读者提供了在最终设计中突出的关键发现，并迫使设计师反思设计是如何变成现在这样的。该案例旨在分享设计中体现的先例(Howard et al.， 2012)。这个案例不是为了概括所有案例，而是为读者提供一个机会，让他们在叙述和反思中找到自己的用处。我们希望分享这种反思设计的经验，激发创造力，克服沟通和合作的挑战。
{"title":"Eureka! An Early Career Designer's Insight on the Design Process","authors":"Makhosazana L. Lunga, Craig D. Howard","doi":"10.14434/ijdl.v13i2.32356","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.32356","url":null,"abstract":"This design case presents an early career designer’s reflection on the design and design narrative from an asynchronous video tutorial, reflecting on the unexpected obstacles of the process and unintended consequences of certain design decisions. The first author designed a tutorial for a non-academic department of a large southeastern university. The first author was an early career instructional designer at the time of this design. She shares insights that she gained through this design process, reflecting on developing communication strategies for working with the client and other stakeholders, as well as the critical moments where she might have avoided design failures. The second author mentored her and supported the design case’s development. He has included reflection notes in the article in key locations where common challenges to writing the case appeared. This design case details how assumptions and infrequent communication, or communication that lacked vital details, impacted the design process. It offers readers pivotal discoveries that figured prominently in the final design and compelled the designer to reflect on how the design came to be as it was. The case aims to share the precedent embodied in the design (Howard et al., 2012). This case is presented not to generalize about all cases but rather to offer readers the opportunity to find their own utility in the narrative and reflections. We hope that sharing this experience of reflecting on design inspires creativity in overcoming challenges to communication and collaboration.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491990","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 : 2022-11-08DOI: 10.14434/ijdl.v13i2.33875
Faridah Pawan, Zixi Li, Jinzhi Zhou
The manuscript describes the designs of two teachers’ online professional development (PD) projects to support teachers of English-as-Second/Foreign Language in Indiana and in Beijing, China. We provide descriptions of each of the contexts; judgments and decisions we made along the way; the contextual/cultural and pedagogical factors we took into consideration; and finally, the design countenance of the projects that emerged from our efforts. In designing the projects, we took a sociocultural “post-method orientation” in that contextual/cultural factors determined the projects’ pathways of practice. Thus, they were context-sensitive and based on local understandings; they involved the collaboration of an interdisciplinary group of individuals knowledgeable in the discipline and the medium of instruction. Nevertheless, as designers, we kept a steady focus on our own perspectives of teaching and learning inclusiveness through Culturally Responsive Teaching, differentiated and scaffolded instruction, and the need to enact online presences in online PD courses. The manuscript describes how we approached the enactment of these perspectives differently in each PD’s design.
{"title":"Designing ESL/EFL Teachers’ Online Professional Development Programs in Indiana and Beijing, China: “Crossing the River by Feeling the Rocks in the Riverbed”","authors":"Faridah Pawan, Zixi Li, Jinzhi Zhou","doi":"10.14434/ijdl.v13i2.33875","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.33875","url":null,"abstract":"The manuscript describes the designs of two teachers’ online professional development (PD) projects to support teachers of English-as-Second/Foreign Language in Indiana and in Beijing, China. We provide descriptions of each of the contexts; judgments and decisions we made along the way; the contextual/cultural and pedagogical factors we took into consideration; and finally, the design countenance of the projects that emerged from our efforts. In designing the projects, we took a sociocultural “post-method orientation” in that contextual/cultural factors determined the projects’ pathways of practice. Thus, they were context-sensitive and based on local understandings; they involved the collaboration of an interdisciplinary group of individuals knowledgeable in the discipline and the medium of instruction. Nevertheless, as designers, we kept a steady focus on our own perspectives of teaching and learning inclusiveness through Culturally Responsive Teaching, differentiated and scaffolded instruction, and the need to enact online presences in online PD courses. The manuscript describes how we approached the enactment of these perspectives differently in each PD’s design.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47179551","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 : 2022-11-08DOI: 10.14434/ijdl.v13i2.33417
S. Moore, James Hong
Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.
{"title":"Designing a Virtual Practicum to Prepare Teachers for Online Instruction","authors":"S. Moore, James Hong","doi":"10.14434/ijdl.v13i2.33417","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.33417","url":null,"abstract":"Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44835386","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 : 2022-09-20DOI: 10.14434/ijdl.v13i2.32319
H. Dönmez, Onur Ergünay, Funda Ergüleç, Hakan Yildirim, Zeynep Yurtseven-Avcı
The purpose of this design case is to report on the design of a course template to be used for institutional training at a public university in Turkey and to be published on the in-house learning management system of the university. Following a detailed description of the design context, the step-by-step design process is explained in detail with supplementary visualizations. Although several limitations such as the need for improving the characteristics of the design for more interactive activities and for formative and process-oriented assessment, and a more detailed external evaluation are still apparent in the design, this design case highlights the critical role of collaboration both within the design team and with the authorized institutional bodies to ensure a practical training course template design. Finally, results from this design case suggest that providing the tool and the content would not be sufficient alone if not accompanied by the support and collaboration of all parties involved in the process.
{"title":"Design Case for an Adaptable and Sustainable In-service Training Course Template","authors":"H. Dönmez, Onur Ergünay, Funda Ergüleç, Hakan Yildirim, Zeynep Yurtseven-Avcı","doi":"10.14434/ijdl.v13i2.32319","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.32319","url":null,"abstract":"The purpose of this design case is to report on the design of a course template to be used for institutional training at a public university in Turkey and to be published on the in-house learning management system of the university. Following a detailed description of the design context, the step-by-step design process is explained in detail with supplementary visualizations. Although several limitations such as the need for improving the characteristics of the design for more interactive activities and for formative and process-oriented assessment, and a more detailed external evaluation are still apparent in the design, this design case highlights the critical role of collaboration both within the design team and with the authorized institutional bodies to ensure a practical training course template design. Finally, results from this design case suggest that providing the tool and the content would not be sufficient alone if not accompanied by the support and collaboration of all parties involved in the process.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47548578","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 : 2022-09-20DOI: 10.14434/ijdl.v13i2.32759
Dina Kurzweil, David Mears, Margaret Swanberg, E. Meyer
Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.
{"title":"A Pragmatic Approach to Flipping the Classroom for 170 Medical Students","authors":"Dina Kurzweil, David Mears, Margaret Swanberg, E. Meyer","doi":"10.14434/ijdl.v13i2.32759","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.32759","url":null,"abstract":"Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66604764","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 : 2022-09-20DOI: 10.14434/ijdl.v13i2.33296
Beshoy Tawfik, Sam Dancis, Angelique N. Dueñas
Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a ‘traditional’ lecture-based curriculum. The University of Colorado’s Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complimentary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design.
{"title":"Anatomy in Action","authors":"Beshoy Tawfik, Sam Dancis, Angelique N. Dueñas","doi":"10.14434/ijdl.v13i2.33296","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.33296","url":null,"abstract":"Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a ‘traditional’ lecture-based curriculum.\u0000The University of Colorado’s Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complimentary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462809","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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