Pub Date : 2019-05-10DOI: 10.14434/IJDL.V10I1.24647
Sungwon Shin, T. Brush, John W. Saye, Zhizhen Zhang
This design case illustrates a three-semester-long curricular and instructional design project focusing on the design and implementation of a technology-enhanced case-based learning experience for pre-service teachers within a teaching methods course. This case highlights the iterative process that a teacher educator and an instructional designer went through to integrate technology-enhanced cases into a methods course and connect them to other aspects of the course experiences, as well as the teacher education program in general. The first part of this case provides an overview of the project, the designers and their personal objectives, design context, information on the online environment and case materials, and ideas, challenges, and differences of the designers shared before the actual design process. The second part of this case presents each phase of our design from the first to the final semester, including the discussions of our goals, issues, results, and reflections.
{"title":"Integrating Classroom Video Cases into a Teaching Methods Course","authors":"Sungwon Shin, T. Brush, John W. Saye, Zhizhen Zhang","doi":"10.14434/IJDL.V10I1.24647","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.24647","url":null,"abstract":"This design case illustrates a three-semester-long curricular and instructional design project focusing on the design and implementation of a technology-enhanced case-based learning experience for pre-service teachers within a teaching methods course. This case highlights the iterative process that a teacher educator and an instructional designer went through to integrate technology-enhanced cases into a methods course and connect them to other aspects of the course experiences, as well as the teacher education program in general. The first part of this case provides an overview of the project, the designers and their personal objectives, design context, information on the online environment and case materials, and ideas, challenges, and differences of the designers shared before the actual design process. The second part of this case presents each phase of our design from the first to the final semester, including the discussions of our goals, issues, results, and reflections.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587456","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 : 2019-05-10DOI: 10.14434/ijdl.v10i1.23519
Christopher V. Vicari, Barry Joseph, Brittany Klimowicz, H. Jaris, Shane Asseltine, J. Levin
We designed an activity-based science curriculum that used Minecraft to support microbiology learning for students enrolled in the Lang Science Program at the American Museum of Natural History (AMNH) in New York City. Minecraft offered an option to consolidate complex science content into digestible activities for modeling concepts and demonstrate student mastery. We will (1) present a background of the course, design processes, and how we used Minecraft in the curriculum, (2) describe the design of the educational Minecraft activities, (3) articulate design issues, adjustments, and constraints, and (4) discuss future changes.
{"title":"The Human Microbiome World","authors":"Christopher V. Vicari, Barry Joseph, Brittany Klimowicz, H. Jaris, Shane Asseltine, J. Levin","doi":"10.14434/ijdl.v10i1.23519","DOIUrl":"https://doi.org/10.14434/ijdl.v10i1.23519","url":null,"abstract":"We designed an activity-based science curriculum that used Minecraft to support microbiology learning for students enrolled in the Lang Science Program at the American Museum of Natural History (AMNH) in New York City. Minecraft offered an option to consolidate complex science content into digestible activities for modeling concepts and demonstrate student mastery. We will (1) present a background of the course, design processes, and how we used Minecraft in the curriculum, (2) describe the design of the educational Minecraft activities, (3) articulate design issues, adjustments, and constraints, and (4) discuss future changes.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41985678","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 : 2019-05-10DOI: 10.14434/IJDL.V10I1.24670
Craig D. Howard, A. Das
In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited constructive feedback and limited learner participation; however, the combination of a (1) time-constrained asynchronous CMC activity, along with (2) strategically selected smaller groups, created an interactive space that matched the designer’s values of equity and inclusion that he wanted to bring to the design. The case chronicles a number of unforeseen consequences of logical design moves, and presents a multimodal re-conception of what it means to discuss in the context of modern business school.
{"title":"Designing Competitive Discussions for Equity and Inclusion","authors":"Craig D. Howard, A. Das","doi":"10.14434/IJDL.V10I1.24670","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.24670","url":null,"abstract":"In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited constructive feedback and limited learner participation; however, the combination of a (1) time-constrained asynchronous CMC activity, along with (2) strategically selected smaller groups, created an interactive space that matched the designer’s values of equity and inclusion that he wanted to bring to the design. The case chronicles a number of unforeseen consequences of logical design moves, and presents a multimodal re-conception of what it means to discuss in the context of modern business school.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43628700","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 : 2019-05-10DOI: 10.14434/IJDL.V10I1.23546
Jason K. McDonald
This case describes the redesign of a mobile eReader application. The purpose of the redesign was to convert an existing eReader from a means of only reading books into a tool for informal learning. The case reports how the design team’s definition of informal learning evolved throughout the product development process, and how design decisions were influenced by this changing definition. Over the period of time covered in the case, the eReader evolved from a tool used for reading eBooks, into one meant for personal study, and then into a product that supported serendipitous discovery of inspiring material (built under a philosophy that informal learning meant that people were able to discover interesting and uplifting material without exerting effort to find it). The end point of the eReader’s evolution was as a subscription service for the company’s eBooks and digital audiobooks, to allow customers to continually use them for educational purposes. This case is structured around the four iterations of the eReader design process. Each iteration reports how design decisions were made and what kind of results were achieved.
{"title":"Designing for Informal Learning: The Case of a Mobile E-Reader","authors":"Jason K. McDonald","doi":"10.14434/IJDL.V10I1.23546","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.23546","url":null,"abstract":"This case describes the redesign of a mobile eReader application. The purpose of the redesign was to convert an existing eReader from a means of only reading books into a tool for informal learning. The case reports how the design team’s definition of informal learning evolved throughout the product development process, and how design decisions were influenced by this changing definition. Over the period of time covered in the case, the eReader evolved from a tool used for reading eBooks, into one meant for personal study, and then into a product that supported serendipitous discovery of inspiring material (built under a philosophy that informal learning meant that people were able to discover interesting and uplifting material without exerting effort to find it). The end point of the eReader’s evolution was as a subscription service for the company’s eBooks and digital audiobooks, to allow customers to continually use them for educational purposes. This case is structured around the four iterations of the eReader design process. Each iteration reports how design decisions were made and what kind of results were achieved.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41844380","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 : 2019-05-10DOI: 10.14434/IJDL.V10I1.24111
David C. Owens, Cindi Smith-Walters, Angela T. Barlow
In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history instruction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.
{"title":"Enhancing Motivation To Learn In A Biology Laboratory Course Through Gaming","authors":"David C. Owens, Cindi Smith-Walters, Angela T. Barlow","doi":"10.14434/IJDL.V10I1.24111","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.24111","url":null,"abstract":"In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history instruction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47700585","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 : 2019-05-10DOI: 10.14434/IJDL.V10I1.24120
Funda Ergulec, J. Zydney
This paper describes a half semester long curricular and instructional design project focusing on the design and implementation of a collaborative strategy into a fully online graduate class in adult education. The purposeful group assignment and team building strategy, collectively called the collaborative strategy, represents an instructional approach designed to increase the effectiveness of online collaborative learning. In this context, students are strategically assigned to teams based on their study habits, and they participate in several team-building activities designed to maintain the collaborative learning. This paper presents critical design decisions made during the course development, the reasons for those decisions, failures in which the design did not work as planned, and a reflection on the design.
{"title":"A Design Case for Implementing a Collaborative Strategy for Online Teams","authors":"Funda Ergulec, J. Zydney","doi":"10.14434/IJDL.V10I1.24120","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.24120","url":null,"abstract":"This paper describes a half semester long curricular and instructional design project focusing on the design and implementation of a collaborative strategy into a fully online graduate class in adult education. The purposeful group assignment and team building strategy, collectively called the collaborative strategy, represents an instructional approach designed to increase the effectiveness of online collaborative learning. In this context, students are strategically assigned to teams based on their study habits, and they participate in several team-building activities designed to maintain the collaborative learning. This paper presents critical design decisions made during the course development, the reasons for those decisions, failures in which the design did not work as planned, and a reflection on the design.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45542733","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}
Producing a rigorous design case, and producing a case that holds utility for designers, are not always one and the same act. The differences between rigor and utility in design cases are discussed in this article, as well as the position of the design case in the broader realm of naturalistic research. Drawing from naturalistic and action research, possible standards of rigor for cases emerge. These are presented and related to the representation of design knowledge. The article then presents issues observed among authors of traditional research in producing design cases of rigor.
{"title":"Producing the Rigorous Design Case","authors":"K. Smith","doi":"10.14434/IJDL.V1I1.917","DOIUrl":"https://doi.org/10.14434/IJDL.V1I1.917","url":null,"abstract":"Producing a rigorous design case, and producing a case that holds utility for designers, are not always one and the same act. The differences between rigor and utility in design cases are discussed in this article, as well as the position of the design case in the broader realm of naturalistic research. Drawing from naturalistic and action research, possible standards of rigor for cases emerge. These are presented and related to the representation of design knowledge. The article then presents issues observed among authors of traditional research in producing design cases of rigor.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42287455","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 : 2018-06-18Epub Date: 2018-05-09DOI: 10.14434/ijdl.v9i1.23049
Naomi Lee, Alfreda Nelson, Vanessa Svihla
Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for underrepresented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.
{"title":"REFINING A SUMMER BIOMEDICAL RESEARCH TRAINING PROGRAM FOR AMERICAN INDIAN AND ALASKA NATIVE (AIAN) STUDENTS.","authors":"Naomi Lee, Alfreda Nelson, Vanessa Svihla","doi":"10.14434/ijdl.v9i1.23049","DOIUrl":"https://doi.org/10.14434/ijdl.v9i1.23049","url":null,"abstract":"<p><p>Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for underrepresented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.</p>","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"9 1","pages":"88-97"},"PeriodicalIF":0.0,"publicationDate":"2018-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6166885/pdf/nihms-989353.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36554674","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 : 2018-06-13DOI: 10.14434/IJDL.V9I1.22648
K. Steele, Brianna Blaser, M. Cakmak
The purpose of makerspaces is to increase access to “making” among the general community. Because of this social justice orientation, it is important to consider how welcoming and accessible makerspaces are to individuals with diverse abilities, including individuals with disabilities. This design brief examines a three-step process used to make a university-based makerspace more accessible and welcoming to individuals with disabilities including a tour, design activity, and brainstorming session. The process helps identify simple changes that were made to the makerspace, as well as increasing student, faculty, and community access. Using a similar process, other makerspaces could improve the accessibility of their spaces, procedures, and tools.
{"title":"Accessible Making: Designing Makerspaces for Accessibility","authors":"K. Steele, Brianna Blaser, M. Cakmak","doi":"10.14434/IJDL.V9I1.22648","DOIUrl":"https://doi.org/10.14434/IJDL.V9I1.22648","url":null,"abstract":"The purpose of makerspaces is to increase access to “making” among the general community. Because of this social justice orientation, it is important to consider how welcoming and accessible makerspaces are to individuals with diverse abilities, including individuals with disabilities. This design brief examines a three-step process used to make a university-based makerspace more accessible and welcoming to individuals with disabilities including a tour, design activity, and brainstorming session. The process helps identify simple changes that were made to the makerspace, as well as increasing student, faculty, and community access. Using a similar process, other makerspaces could improve the accessibility of their spaces, procedures, and tools.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458637","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 : 2018-06-09DOI: 10.14434/IJDL.V9I1.23099
Yanghee Kim, Diantha Smith
This paper presents a vignette of our development of a robot-based app sponsored by the corporation producing the robot. The discussion in this paper begins with the affordances of humanoid robots that enable transformative pedagogical approaches to address children’s needs. Next, we present our design case, where we develop a humanoid robot-based English-learning curriculum for young children to learn English as a second language. This case highlights a multifaceted app development process that involves synergistic, multidisciplinary teamwork and design enhancement through repeated observations of child/robot interactions. We present a few snapshots from the design case to illustrate the teamwork and design enhancement. From our observations in repeated user testing, the robot app seems to induce independent navigation, sustained attention and engagement, and rich learning experiences for children. The design challenges and the way we address them may be useful for others developing similar interventions for young children.
{"title":"Designing for Young Children: Learning, Practice, and Decisions","authors":"Yanghee Kim, Diantha Smith","doi":"10.14434/IJDL.V9I1.23099","DOIUrl":"https://doi.org/10.14434/IJDL.V9I1.23099","url":null,"abstract":"This paper presents a vignette of our development of a robot-based app sponsored by the corporation producing the robot. The discussion in this paper begins with the affordances of humanoid robots that enable transformative pedagogical approaches to address children’s needs. Next, we present our design case, where we develop a humanoid robot-based English-learning curriculum for young children to learn English as a second language. This case highlights a multifaceted app development process that involves synergistic, multidisciplinary teamwork and design enhancement through repeated observations of child/robot interactions. We present a few snapshots from the design case to illustrate the teamwork and design enhancement. From our observations in repeated user testing, the robot app seems to induce independent navigation, sustained attention and engagement, and rich learning experiences for children. The design challenges and the way we address them may be useful for others developing similar interventions for young children.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42158145","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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