Pro-Action Café, Round D - Tuesday 2:00-4:15
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- How a Pilot Study of an Instructional Strategy for Medical Diagnosis Illustrates the Need for an “Across the Aisle” Sharing and Collaboration With Other Disciplines |
| Description: |
The purpose of the essay is to challenge old ways of thinking about research in the field of learning design by illustrating how the results of one research study can and should be shared with other disciplines by appealing to a sense of moral obligation. The discussion will be based on the personal reflections and experiences of a new researcher in the field of instructional design for online learning.
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| Location: |
Georgian Room
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| Key Presenter: |
Pamela Moore, |
Pro-Action Café, Round B - Monday 3:00-5:00
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- Educology is Interdisciplinary: What Is It? Why Do We Need It? Why Should We Care?
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| Description: |
Education provides guided and intended learning across various human disciplines. The result of disciplined inquiry about education is distinct from the process of education itself. If adequate, educational research should result in knowledge about education—that is, educology. Educology is needed to improve education, in contrast to trial-and-error approaches. Not only should education become more effective, it should also become more worthwhile. Worthwhile education is needed to improve the quality of life for everyone everywhere.
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| Location: |
Georgian Room
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| Key Presenter: |
Ted Frick, Indiana University |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Augmented Reality in Paramedic Training: A Pilot Study
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| Description: |
Emergency management and high level technical medical skills are essential for a paramedic. Paramedic programs in the United States continue to offer traditional instruction using PowerPoint and lecture which does not offer students the ability to witness the direct impact of their decisions. The emerging technology of Augmented Reality (AR) can simulate a real environment with a more controlled sterile 3-dimensional world. This case study performed an inquiry into the application of AR in paramedic instruction as compared to the traditional classroom. Lessons learned during the process offer insight for inspiring professional learning by incorporating AR into instructional design.
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| Location: |
Georgian Room
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| Key Presenter: |
Penni Eggers, University of Tampa |
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Copresenter(s): |
Suzanne Ensmann, University of Tampa
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- A Social Semiotics Approach to Multimedia: The Work of Gunther Kress as a Foundation for Design and Media Studies |
| Description: |
Former linguist and semiotician Gunther Kress created the Multimodal Social Semiotic Theory, which explains meaning-making process through non-linguistic modes other than written and spoken language. In this paper, the foundations of the multimodal theory of communication and its implications for the field of learning design will be discussed.
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| Location: |
Georgian Room
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| Key Presenter: |
Begum Sacak, Erikson Institute |
Pro-Action Café, Round A - Monday 10:30-12:30
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- The Importance of Interest Theory across Learning Environments |
| Description: |
Students are hardwired for interest, but how is that interest utilized, nurtured, and promoted? Renninger & Hidi (2016) established that new interests are possible at any time during any stage of a person's life, but the flipside of that is students can also lose interests at any time. What is the nature of interest, and what qualities of interest should be examined to gain a greater insight into educating today's students?
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| Location: |
Georgian Room
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| Key Presenter: |
Bruce DuBoff, Rutgers University |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Muse Design Studio: Advancing Creative Problem Solving As A Platform For Interdisciplinary Education |
| Description: |
This proposal details an ongoing project aimed at building the capacity for creative leadership in undergraduate students. Central to this project is the belief that creative leadership is best fostered through interdisciplinary experiences and holds value beyond commonly practiced creative strategies and skills. This multipart exploration of teaching, learning and service can serve as a case study for future interdisciplinary research and practice.
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| Location: |
Georgian Room
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| Key Presenter: |
Ryan A Hargrove, University of Kentucky |
Pro-Action Café, Round A - Monday 10:30-12:30
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- Teaching Design to Public Health Majors: A Design Case of an Interdisciplinary Course |
| Description: |
In this design case, we describe how we designed an interdisciplinary course that teaches multimedia design and production skills to undergraduate public health students. We describe the context of the course and our design decisions through examples and actual design artifacts. We identify the design judgments that governed these specific design decisions that are supported by our prior experiences in teaching this course and supported by our instructional design experiences.
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| Location: |
Georgian Room
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| Key Presenter: |
Viktoryia Abramenka-Lachheb, Indiana University School of Education |
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Copresenter(s): |
Ahmed Lachheb, Indiana University
| Dr. Gamze Ozogul, Indiana University
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Technology’s Impact on Interdisciplinary Learner Engagement: Bridging Corporate Training and K-18 Education |
| Description: |
This study examines the overlap between corporate trainers’ engagement strategies and K-18 educators’ engagement strategies. The focus narrows to technology-enriched learner engagement strategies shared between corporate trainers and K-18 educators. A review of recent studies shapes common language between the two worlds, and findings are supported with interview data from members of corporate learning & development teams and current educators. Key trends are identified in order to support interdisciplinarity.
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| Location: |
Georgian Room
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| Key Presenter: |
Scott Gibbons, University of Cincinnati |
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Copresenter(s): |
Kay Seo, University of Cincinnati
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Rethinking the role of the library in an era of inquiry-based learning: Opportunities for interdisciplinary approaches |
| Description: |
(74 words) Educators are increasingly adopting inquiry-based learning to engender higher order learning outcomes. Given that an important element of inquiry-based learning is information-seeking, we argue libraries are uniquely suited to collaborate with classroom problem-based learning instructors. Despite this natural collaboration, reform efforts in education and library science are considered in isolation. This proposal presents interdisciplinary collaboration in terms of: collaborative learning spaces, open-educational resources, and the development of research skills at different stages of problem-solving.
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| Location: |
Georgian Room
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| Key Presenter: |
Andrew Tawfik, The University of Memphis |
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Copresenter(s): |
Kenneth Haggerty , University of Memphis
| Scott Vann, University of Memphis
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- Innovative Learning Design in an Online MBA Program |
| Description: |
A College of Business Administration (CoBA) at a state university is dedicated to creating competitive Online MBA to meet the needs of students, employers, and faculty. The interdisciplinary nature of the MBA allows for a variety of learning design elements to promote deep learning. Each course in the program is unique, but all courses focus on collaborative learning and a program theme based on Responsible Leadership.
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| Location: |
Georgian Room
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| Key Presenter: |
Amy Grincewicz, Kent State University |
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Copresenter(s): |
Cathy DuBois, Kent State University
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Pro-Action Café, Round B - Monday 3:00-5:00
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- A Pilot Study of Instructional Design Strategies to Improve the Reading Speed for Dyslexic Readers Across Disciplines |
| Description: |
Dyslexia is a language-based learning disability that results in difficulties for students across disciplines. Most reading problems have a fundamental sensorimotor cause. This research study hypothesized that changing font styles and increased spacings between letters and lines can help dyslexic readers improve reading speed. The experimental reading materials targeted these learning design goals and results indicate a correlation between the reading speed and the cluttering of font styles, font size, and line spacing.
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| Location: |
Georgian Room
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| Key Presenter: |
Rachel Brotherton, The University of Tampa |
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Copresenter(s): |
Latifatu Seini, The University of Tampa
| LinLin Li, The University of Tampa
| Suzanne Ensmann, The University of Tampa
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- Music brings people together: An interdisciplinary approach to middle school collaborative composition |
| Description: |
The arts are uniquely situated to facilitate interdisciplinary practices and provide avenues through which student-teacher relationships can be created and strengthened. Advancements made in digital technology have transformed the ways in which music is experienced by students (Kratus, 2007; Reyher, 2014, Riley, 2016). Development of standards-based curricula which reflects this transformation and complements students’ real-life experiences can provide interdisciplinary opportunities to connect students with music in emotionally fulfilling ways through educationally valid activities (Kratus, 2017).
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| Location: |
Georgian Room
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| Key Presenter: |
Kathy Essmiller, Oklahoma State University |
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Copresenter(s): |
Cates Schwark, Epic Charter Schools
| Tutaleni Asino, Oklahoma State University
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Interdisciplinarity and Higher Education: Creating Opportunities for International Collaboration in Design Research and Practice |
| Description: |
Increasing awareness of globalization has led to the emerging interest in international collaborations that are interdisciplinary and have become increasingly important in higher education. This paper discusses the creation of an educational research model, using integrated design processes (IDP). The integration of IDP combined concepts of ethnography and immersive empathy in design thinking. The study incorporated interdisciplinary research to change how students, community leaders, designers, and government agencies work to address sustainable development in Jordan.
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| Location: |
Georgian Room
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| Key Presenter: |
Genell W Ebbini, University of Minnesota |
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- Designing for Online Learning: A Situative Program of Research |
| Description: |
This paper describes an interdisciplinary program of research on online generative (i.e., transferable) learning that takes up, expands upon, and advances the work of the late Randi Engle. We present productive disciplinary engagement and expansive framing as learning tools to understand and explain how students use their experiences and positioning to frame and engage with curricula. Learning design and instructional design scholars alike will find this approach informative for their research and practice.
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| Location: |
Georgian Room
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| Key Presenter: |
Grant Chartrand, Indiana University |
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Copresenter(s): |
Christopher Andrews, Indiana University
| Daniel Hickey, Indiana University
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Intersections across Disciplines: The Case of a Learning Space Design in Interdisciplinary Collaborative Project-based Learning |
| Description: |
This case study aimed at investigating how students from three disciplines (i.e., Architecture, Interior Design, and Instructional Design and Technology) developed design thinking and problem-solving skills over an interdisciplinary collaborative project about designing a learning space. The findings revealed the benefits of interdisciplinary collaborative project-based learning (ICPBL) for learners from different disciplines. Additionally, data revealed specific challenges encountered by the interdisciplinary teams. Recommendations are provided regarding facilitating students’ design thinking and problem solving in ICPBL.
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| Location: |
Georgian Room
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| Key Presenter: |
Xun Ge, University of Oklahoma |
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Copresenter(s): |
Qian Wang,
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Designing Virtuoso: A Case Study on the Interdisciplinary Development of a Multi-User Virtual Reality Intervention for Individuals with Autism |
| Description: |
The purpose of this proposal is to present an instrumental case study that describes how a design studio was able to develop a multi-user virtual reality intervention for individuals with autism. In alignment with the symposium’s theme that, “instruction is interdisciplinary and connective both in terms of research and practice” we present a case that exemplifies how a small team was able to leverage skills and expertise from many disciplines to realize design principles from the literature.
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| Location: |
Georgian Room
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| Key Presenter: |
Noah Glaser, University of Cincinnati |
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Copresenter(s): |
Matthew Schmidt, University of Cincinnati
| Carla Schmidt, University of Cincinnati
| Heath Palmer, University of Cincinnati
| Dennis Beck, University of Arkansas
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Educational Software Design in Practice: Understanding the Power of Intersecting Disciplines on Design Thinking through an Autoethnographic Approach |
| Description: |
This chapter shares the co-authors’ evolving understanding of design process in an interdisciplinary environment, shaped by unique individual backgrounds and shared engagement in an interdisciplinary educational software design course. Following a collaborative autoethnographic approach, we examined our autobiographical narratives and dialogic conversations to make meanings out of personal stories, and developed a collective vision of how the course design impacted our understanding of design process. We will discuss implications on the design of interdisciplinary courses.
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| Location: |
Georgian Room
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| Key Presenter: |
Iryna Ashby, Purdue University |
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Copresenter(s): |
Mohan Yang, Purdue University
| Umair Sarwar, Purdue University
| Brantly McCord, Purdue University
| Tadd Farmer, Purdue University
| Marisa Exter, Purdue University
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Designing an Open Access Laboratory Methods Geoscience Textbooks:
An Interdisciplinary Design-based Research
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| Description: |
This design-based research took an interdisciplinary approach to find answers to the question: What are effective procedures to create low-cost, meaningful, and accessible textbooks for formal and informal learning of laboratory methods in geosciences? The research studied the design and development of open educational resources (OER) for geoscience lab methods classes with blended expertise from various disciplines. Data were collected and analyzed iteratively with a narrative inquiry and document analysis for recommending best practice guidelines.
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| Location: |
Georgian Room
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| Key Presenter: |
Juhong Christie Liu, James Madison University |
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Copresenter(s): |
Elizabeth Johnson, James Madison University
| Jin Mao, Wilkes University
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Potential Of Virtual Reality For Teaching And Learning In Online Environment:
an Interdisciplinary Content Analysis
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| Description: |
Virtual reality (VR) brings simulations and immersive interaction that can possibly enable innovative teaching and learning. Its complexity in infrastructure and physiological effect, however, needs a systematic view from multiple disciplines. Taking an Activity System perspective, this study will perform an interdisciplinary content analysis of published literature and whitepapers related to VR in teaching and learning in various disciplinary fields. Results will be presented with practical suggestions and visions with forward-thinking.
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| Location: |
Georgian Room
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| Key Presenter: |
Andrea Adams, James Madison University |
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Copresenter(s): |
Yonghua Feng, Henan University, China
| Eric Stauffer, James Madison University
| Juhong Christie Liu, James Madison University
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Instructional design and User experience design:
Values and perspectives examined through artifact analysis
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| Description: |
The authors propose a detailed, cross-disciplinary artifact analysis as a method for identifying and surfacing illustrative similarities and differences in values and perspectives of designers from instructional design and user experience design. We expect to illuminate areas where cross-disciplinary design collaboration may be supported through a better understanding of the respective value positions in these sister fields of design.
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| Location: |
Georgian Room
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| Key Presenter: |
Elizabeth Boling, Indiana University |
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Copresenter(s): |
Colin Gray, Purdue University
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Investigating Material Culture: How Academic Museums Stimulate Interdisciplinary Educational Experiences |
| Description: |
By their very nature, academic museums serve multiple disciplines through their exhibitions. Recently, the Goldstein Museum of Design (GMD) at the University of Minnesota developed exhibitions that encourage interdisciplinary experiences including biology, anthropology, and clothing design; chemistry and fabric technology; and socio-cultural history, feminism, and fashion development. This paper will present research conducted with the faculty and curators to answer the question - What are the specialized impacts of developing and executing interdisciplinary exhibitions?
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| Location: |
Georgian Room
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| Key Presenter: |
Caren S. Oberg, University of Minnesota |
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Copresenter(s): |
Lin Nelson-Mayson, University of Minnesota
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Guiding Principles for Integration of Multiple Disciplines and Scientific and Technological Practices in Pursuit of Complex Learning Outcomes |
| Description: |
This draft chapter seeks to articulate a number of practical issues and relevant design principles that can assist learning designers in fruitfully integrating multiple disciplines and scientific and technological practices in pursuit of complex learning outcomes. We begin by considering a variety of elements including interdisciplinarity (and its alternatives) and two taxonomies for human competencies. We utilize portions of these elements to articulate some guiding principles for the cognitively challenging task facing any learning designer in pursuit of student learning outcomes. We briefly apply our approach to the design and delivery of a practical course on innovation by students enrolled in an elite French business school.
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| Location: |
Georgian Room
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| Key Presenter: |
Dennis Cheek, University of Central Florida |
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- Knowledge and Power: Using Information Theory to Assess the Transactional Relationship
Between the Learner and the Knowledge Provider |
| Description: |
An ongoing debate into the advantages and disadvantages of various instructional design methodologies has been occurring among researchers. Confounding this debate is how those interactions can be conflated by their mediation. Transaction theory proposes that the relationship between individuals is synergistic in that the sender and receiver both each contribute to the shape of the content and context of the message (Dillard, 1982). This chapter presents a systematic view of this debate and suggestions as to how that confound may be able to be overcome.
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| Location: |
Georgian Room
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| Key Presenter: |
Robert Kenny, Florida Gulf Coast University |
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Copresenter(s): |
Glenda Gunter, University of Central Florida
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Pro-Action Café, Round B - Monday 3:00-5:00
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- A rubric for teaching and assessing design thinking across the K12 curriculum |
| Description: |
A rubric for teaching and assessing design thinking across the K12 curriculum
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| Location: |
Georgian Room
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| Key Presenter: |
Wendy Friedmeyer, University of Minnesota |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Using Extended Reality (XR) to Address Global Issues in Instructional Technology |
| Description: |
Instructional technology has experienced considerable developments in the past few decades. These developments have positively impacted education. Augmented reality (AR), virtual reality (VR), and mixed reality have made their mark in education as a useful tool. Professionals outside the educational community understand the value of AR, VR, and mixed reality, as well. This presentation will evaluate the leadership perspectives of various professionals and assess the evolution of technology.
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| Location: |
Georgian Room
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| Key Presenter: |
® Angie White, American College of Education |
Pro-Action Café, Round B - Monday 3:00-5:00
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- A Framework for Inquiry on Instructed Learning |
| Description: |
The object of study in the field of pedagogy ought to be called “instructed learning,” which, in neuroscience, is distinguished from naturalistic learning (“implicit learning”). Further, inquiry ought to be guided by a theoretical framework that indicates the cause-and-effect connections among the factors associated with successful instructed learning. I propose such a framework based on the major, recent meta-analyses of educational research.
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| Location: |
Georgian Room
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| Key Presenter: |
® Michael H. Molenda, Indiana University |
Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Designing Master Courses that Promote Significant, Engaged Learning |
| Description: |
This chapter will explore the master course design model as a foundation for creating engaged learning experiences for both the learner and the instructor. Peters' (1983) theory of industrialization of teaching and learning along with instructional design models (i.e. backwards design and integrated course design) are the foundation for creating a quality master course that allows ample opportunities for the instructor to make the master course come to life while they are teaching.
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| Location: |
Georgian Room
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| Key Presenter: |
® Amy Grincewicz, |
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Copresenter(s): |
® Bethany Simunich, Quality Matters
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Transforming Universities Into Learning Organizations.
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| Description: |
This session presents the results of a study conducted in an educational institution and how the context does not encourage productivity and lifelong learning skills. The conclusions will be helpful for institutional authorities and policy makers, as well as instructors and instructional designers. A proposal with aspects to consider in an intervention will be presented to promote change and transformation of universities structures, into learning organizations.
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| Location: |
Georgian Room
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| Key Presenter: |
® Martha Lorena Obermeier, Universidad Autónoma de Chiapas |
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- Has Design Thinking Improved Our Views of Learner Control? |
| Description: |
In this chapter I will argue that recent trends in the field of instructional design have not improved our views of learners’ ability or responsibility to control their own learning. In making this argument I will review historical trends concerning designers’ views of learner control, present how more current literature on design thinking still assumes designers are primarily responsible for controlling learning experiences, and present some alternatives that can help instructional designers overcome this difficulty.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jason McDonald, Brigham Young University |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Analogies, Metaphors, and Similes as We Ponder Anew the Aims, Design, and Meaning of Learning |
| Description: |
This paper argues that we have largely relied on technicist means-end reasoning to frame the aims, design, and meaning of learning. It posits that wider and very intentional use of analogies, metaphors, and similies can take us to new vistas as we think about the aims, design, and meaning of learning. Explicit examples of the use of such literary devices by philosophers or education and other educational leaders will be provided along with examples of how they influenced actions on the part of educationalists and education systems.
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| Location: |
Georgian Room
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| Key Presenter: |
® Dennis Cheek, IESEG School of Management |
Pro-Action Café, Round A - Monday 10:30-12:30
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- Design of Learning Experience to Engage Learning in an Instructional Design and Technology Graduate-Level Class: DGBL (Digital-Game-Based-Learning) Cases |
| Description: |
To effectively engage graduate-level students in Instructional Design and Technology (IDT) theories, methods, and applications, we incorporated a real-world project into an Intro to Instructional Games and Simulations course. The University of Tampa Research Innovation and Scholarly Excellence (RISE) Grant was awarded to deliver digital interactives to an orphanage in Haiti. Specifically, this class focused on creating DGBL (Digital-Game-Based-Learning) to teach English. Results of this pilot include 94% of students identifying positive impacts on learning.
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| Location: |
Georgian Room
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| Key Presenter: |
® Suzanne Ensmann, |
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Copresenter(s): |
® Penni Eggers, The University of Tampa
| Brittany Bing, The University of Tampa
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Emotional Experience of Elementary Students in Online Computer Programming |
| Description: |
Due to the important impacts of emotions on learning process, tracking affective status of students during their online computer programming is of great significance. Elementary students should get more attentions because of the popularization of online introductory computer programming among elementary schools. This study aims to investigate what emotions elementary students experience in their online computer programming activities, which can lead to better understanding when and how instructors should provide proper and efficient interventions.
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| Location: |
Georgian Room
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| Key Presenter: |
® Tongxi Liu, University of Florida |
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Copresenter(s): |
Maya Israel, University of Florida
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- The Case for Rethinking Multimedia |
| Description: |
As educators are increasingly called upon to design and implement online instruction, most feel that current theories support layouts with minimal on-screen text. Practitioners and researchers should question those assumptions by examining recent theoretical developments in multimedia theory (Mayer & Fiorella, 2014) that should dramatically impact our assumptions. Empirical results will be presented, including new research (n=132, 4 treatments) that examined Mayer and Fiorella’s proposed boundary conditions for the redundancy effect.
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| Location: |
Georgian Room
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| Key Presenter: |
® Hal Hinderliter, Northern Illinois University |
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- The Nature of Learning in Highly Collaborative Environments |
| Description: |
Our purpose in this chapter is to explore learning in collaborative environments. First, we will synthesize scholarship concerning the form learning can take when learners are in interdisciplinary contexts, where creativity and critical thinking are required. Second, based on this review, as well as our empirical work in developing educational simulations that teach collaborative and creative activity, we will describe design principles that can inform the creation of these types of learning environments.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jason McDonald, |
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Copresenter(s): |
Jonathan Balzotti, Brigham Young University
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Two Culturally-Situated Instructional Design Cases For Beginner English Language Learning In Haiti
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| Description: |
The dire need to improve the quality of elementary-level education in a developing country led to an interest in providing orphaned children with access to digital interactives - ABC lesson and Color crew. These interactives will reveal how Instructional Design and Technology graduate-level students volunteered their expertise to the University of Tampa Research Innovation and Scholarly Excellence (RISE) grant to design, develop, and deliver this for underserved children. Interactives use personas contextualized for the Haitian environment.
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| Location: |
Georgian Room
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| Key Presenter: |
® Anuoluwapo Brahim, University of Tampa |
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Copresenter(s): |
® Adriana Vianna, University of Tampa
| ® Suzanne Ensmann, University of Tampa
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Design and Development of Mobile Simulation for Preservice Teacher’s Classroom Management Skill Training |
| Description: |
This chapter introduces a design and development case of SimTEACHER Mobile and further presents how the system can be utilized to promote preservice teachers’ active engagement in classroom management skill training. SimTEACHER Mobile was created to provide preservice teachers with classroom management skill training through a mobile-based simulation using Augmented Reality (AR). It consists of four main components: (1) authentic classroom management scenarios, (2) AR tracking images, (3) virtual student characters, and (4) performance indicators.
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| Location: |
Georgian Room
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| Key Presenter: |
® Sanghoon Park, University of South Florida |
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Copresenter(s): |
® Jeeheon Ryu, Chonnam National University
| ® Kukhyeon Kim, Chonnam National University
| ® Chaeyeon Kim, Chonnam National University
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Strategies for Creating Engaging Learning Communities to Inspire & Motivate Adult Learners |
| Description: |
This proposal shares strategies for creating engaging learning communities that motivate students. It addresses approaches used in the design and development of learning environments and experiences to foster faculty-to-student interactions and peer-to-peer engagement. The integration of learner analysis into the design and development of pedagogical strategies will be illustrated. It will also provide practical and innovative approaches for helping learners engage with course content, with focus on helping adult learners maximize curricular understandings through technology.
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| Location: |
Georgian Room
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| Key Presenter: |
® Dwan Robinson, Ohio University |
|
Copresenter(s): |
® Tracy Robinson, Ohio University
| ® Adesola Ogundimu, Johns Hopkins University
|
Pro-Action Café, Round A - Monday 10:30-12:30
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- Authentic Learning in Online Learning for Learning Transfer |
| Description: |
Online learners need learning experiences that focus on the development of transferable knowledge and skills. Yet a gap exists between online learning curricula and transfer of learning from a classroom to other contexts. In this chapter, the authors seek to provide a framework to inform the design and delivery of online learning using authentic learning to maximize learning transfer.
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| Location: |
Georgian Room
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| Key Presenter: |
® Mohan Yang, |
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Copresenter(s): |
® Victoria Lowell, Purdue University
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- Current and Emerging Views of Learner Experience from the Field of Learning Design & Technology
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| Description: |
Application of user experience design in learning contexts and the emergence of learning design signal a shift in our field towards designing for learning in a human-centered manner so as to provide learners with interaction possibilities which intentionally propel them towards learning goals. Historically, little attention has been given to issues of UX and learner experience (LX) in the field of learning design and technology (LDT), in part because UX/LX is often approached in sister disciplines. The purpose of the proposed chapter is to explore, summarize, and synthesize current and emerging views of LX in the field of LDT as drawn from the perspectives of authors of a recent Open Access book.
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| Location: |
Georgian Room
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| Key Presenter: |
® Matthew Schmidt, University of Florida |
|
Copresenter(s): |
® Tammy (Rui) Huang, University of Florida
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Using Psychological Theories to Enhance Guided Inquiry Design |
| Description: |
Guided Inquiry Design (Kuhlthau, Maniotes, & Caspari, 2012) is an effective learning model based upon Kuhlthau's (1991) widely-recognized Information Search Process (ISP). However, after 30 years, the model could use a touch-up. I propose that psychological theories such as Self-Determination Theory (Ryan & Deci, 2017) and Flow (Csikszentmihalyi, 1990) can be incorporated into Guided Inquiry and Guided Inquiry Design to address affective and behavioral issues not addressed directly in GI or the GID.
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| Location: |
Georgian Room
|
| Key Presenter: |
® Bruce DuBoff, Rutgers University |
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Using Live Interactive Improv to Instill a
Participatory, Transactional Learning Culture in the Classroom
|
| Description: |
Research has shown that quality instructor-student interactions far outweigh many other considerations in attaining positive learning outcomes. Although this may be inherently obvious, few instructor/teacher preparation programs dedicate much time on how to train teachers the actual process to apply specific tactics to interact with their students and create a more engaging culture of interactive, participatory learning in their classrooms. Much can be learned from a review of those well developed and proven practices utilized by live interactive improv performers whose goal replicates many of those of classroom teachers: positive interactions with their audiences (i.e., students). The creative techniques presented in this chapter provide a glimpse of those techniques and tactics utilized by interactive improv performers and compare them to similar strategies that can easily be implemented by instructional designers as they assess the impact of the learning transactions between teachers and their students that occur in the classroom regardless of the modality (i.e., F2F, blended/hybrid or online).
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Robert Kenny, Florida Gulf Coast University |
|
Copresenter(s): |
® Glenda Gunter, University of Central Florida
|
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- Human Systems Dynamics in Interdisciplinary Education: A Complexity Theory Approach |
| Description: |
Interdisciplinary education allows universities to give an edge to graduates joining the workforce. However, challenges arise due to strong disciplinary educational traditions, power dynamics, academic freedom. The goal of this paper is to explore human systems dynamics in an interdisciplinary environment using complexity theory as a lens and to propose potential ways for establishing positive and collaborative interdisciplinary teaching and learning environment that is responsive to the differences in disciplinary communication and engagement styles.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Iryna Ashby, Purdue University |
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- Making Decisions about Asynchronous and Synchronous Engagement Strategies: Access and Inclusion |
| Description: |
This chapter will be a combination of literature review and narrative inquiry to conceptualize the selection between synchronous vs. asynchronous technologies in terms of making decisions for online teaching and learning at course and program levels as well as from perspectives of providing support and professional development. The content presented in the chapter will benefit those who design synchronous and asynchronous environments to address challenges to an immediate temporary transfer of courses to online mode and cross-cultural delivery.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Juhong Christie Liu, James Madison University |
|
Copresenter(s): |
Andrea Adams, James Madison University
| ® Jamie Calcagno-Roach, James Madison University
| ® Jessica Lantz, James Madison University
| ® Aaron Noland, James Madison University
| ® Kristen Shuyler, James Madison University
|
| |
| |
- Neurotechnologies and the Neurodiversity Movement for Defining Learners, Designing Multimedia Learning Spaces, and Evaluating Learning |
| Description: |
This session and chapter will explore commercial and social problems for designing learning spaces in neurotechnologies like brain training games. Companies market them as products for facilitating gains to cognitive health and wellness. Their designs restrict learners to consuming messages and products for training their brains and cognitive abilities. Universal Design for Learning, Adult Learning, and Neurodiversity Design approaches ask us to co-create learning designs with and for active learners who make and express meanings.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Jamie Bernhardt, Georgia State University |
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- A Case Study of China’s Edtech Response to the Coronavirus Outbreak: Examining Learning Experiences Designs with a Multidimensional Learning Framework |
| Description: |
This study studies China’s edtech response to the coronavirus outbreak in 2020. This paper first creates a multi-dimensional learning framework synthesizing theories from different fields including Psychological Development of students, Teacher’s Professional Development, and Computer-Human Interaction (PTC). Then, it conducts a case study of different examples of curriculum design, implementation, and assessment of Chinese schools during the coronavirus outbreak in order to reveal the key factors contributing and challenging these edtech practices.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Linli Zhou, University of California Los Angeles |
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Blocks, Access, Success and Engagement:
Learning Design Considerations in Progress-Monitoring Tools
for American Sign Language or English |
| Description: |
AvenuePM is a web-based software that helps teachers to monitor the literary progress of students who are learning American Sign Language or English. As more schools deploy AvenuePM, the design process has evolved to consider diverse needs and abilities. The focus is on four types of learning design considerations – blocks, access, success, and engagement (BASE). The article will outline the theory and the framework used to design software for learning experiences.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Sudip Ghosh, Pennsylvania State University |
|
Copresenter(s): |
Simon Richard Hooper, Pennsylvania State University
| Jian Liao, Pennsylvania State University
| Susan Rose, Pennsylvania State University
| Rayne Audrey Sperling, Pennsylvania State University
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- “Tell me about this shoe”: object-based learning experiences for undergraduates |
| Description: |
Objects as a method of learning tends to appear in schools for the very young and in museums. In both places objects “can produce an “aha” or breakthrough perception that opens people to new understandings. Direct interaction with objects allows for visual and kinesthetic learning that can be far richer and more complex than text alone,” (Borun, 2002, p.247). This is especially true for pre-readers.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Caren Oberg, University of Minnesota |
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- Learning to learn lifelong across domains and disciplines:
Heutagogy and movement towards triple-loop learning |
| Description: |
In this chapter, we discuss the need for higher education to prepare students as interdisciplinary life-long learners. We will introduce heutagogy, the theory of self-determined learning, and the double-loop model that underlies it. We will provide examples to illustrate why this theory is not adequate to support the development of self-determined learning strategies that cross domains, and propose a triple-loop model to help us better understand the process of adjusting learning strategies for new domains.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Marisa Exter, Purdue University |
|
Copresenter(s): |
® Iryna Ashby, Purdue University
|
| |
| |
- Social Media for Connected Learning and Engagement in Online Education |
| Description: |
This paper will present findings of a phenomenological research study that explored the use of social media in an online college course and how it impacted learners’ experiences and feelings of engagement. Findings suggest that social media has the potential to positively impact learner engagement with instructional support and when it is elevated from merely an entertainment source to a productive source for communicating, connecting, and creative expression within and beyond the class.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Angelica Pazurek, University of Minnesota |
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- Learning experience in an Instructional Design doctoral program:
A re-design case |
| Description: |
The faculty of a doctoral program in educational technology
started with a re-consideration of their qualifying exams and
ended by redesigning every aspect of the program, establishing a
structure of interdependent components that emphasizes authentic
experiences leading to the dissertation. The design is
described, including how it has changed the learning experience
and the several forms of design failure encountered during the
process and afterward. The challenge of maintaining the program
successfully is addressed.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Elizabeth Boling, Indiana University |
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- The Invisible Message |
| Description: |
The number and variety of messages conveyed by an instructional experience is astonishing, but most designers are unaware of their number, subtilty, and impact. Many of those messages they would not choose to send if they recognized their existence in practice. The design of invisible and abstract message structures receives less attention from designers today than those parts of the design given to more vivid, colorful, and showy surface structures. Invisible message structures work behind the scenes to produce the smooth surface performances in front of the curtain; they are seldom seen directly, but their power is indisputable. The purpose of this chapter is to shed light on the message construct—a structure implicit in the writings of instructional theorists and design psychologists for decades and across multiple epochs of psychological theory. Without realizing the values conveyed by message design—or the lack of it—designers miss one of their most useful tools for disciplining the everyday design of more interactive, adaptive, generative, and scalable instruction experiences: instructional conversations.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Andrew S. Gibbons, Brigham Young University |
|
Copresenter(s): |
® Elizabeth Boling, Indiana University
|
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- “Faced with Given Circumstances”: A Localized Context of Use Approach |
| Description: |
The field of instructional design is uniquely positioned in a country that is calling for improvement in its efforts to be more diverse, equitable, and inclusive. Yet the call for systemic change is so broad that, without scaling back context, we run the risk of merely proposing theoretical design interventions. A localized context of use approach pushes design practitioners into tangible action steps that move our society closer to one that is more diverse, equitable, and inclusive.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Kristin Herman, Old Dominion University |
|
Copresenter(s): |
John Baaki, PhD., Old Dominion University
| Monica W. Tracey, PhD., Wayne State University
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Character-Infused Virtue Ethics and
Implications for the Design of Character Development Training
|
| Description: |
The instructional designer may encounter conflicts of interest in designing products that meet the desires of the organization and the needs of the learner. The dilemma is perhaps most evident in designing character development training where multiple cultural factors intersect in the organization, the learner, and the designer. The authors present a character-infused decision-making approach to use in making ethical design choices in all instructional design, but especially in the design of character development training.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Pamela Moore, Liberty University |
|
Copresenter(s): |
Begüm Saçak, Norwestern University
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Inclusive Learning Design for English Language Learners Who Use Technology: A Review of Literature |
| Description: |
I propose to carry out a literature review to determine the extent to which educational technologies address inclusion for English language learners (ELL) in the US K-12 education system. Considering that learners have been required to access content through technology for various reasons, including the recent Covid-19 pandemic, I intend to find out how designers of content address social inequity and inclusion for ELLs as they interact with digital content.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Newton Buliva, |
|
Copresenter(s): |
Douglas Ayega, University of North Texas
|
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Reckoning with Medical Racism: A Literature Review on Inclusive Learning Design in Medical Training. |
| Description: |
This research study proposes to investigate the extent to which inclusive learning design is practiced in medical training schools, medical institutions, clinical practices, and the professional development of medical practitioners as recorded in peer-reviewed articles. The purpose is to investigate why social inequity persists in the medical profession, especially as laid bare by the Covid-19 pandemic, in which minorities have suffered worse medical outcomes when compared to white people.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Newton Buliva, |
| |
| |
- Adapting a Neuroscience High School Curriculum to Support Inclusive Online Learning |
| Description: |
As a result of the COVID-19 pandemic, the K-12 system has been challenged with rapidly shifting entire curricula and programs online. BrainWaves is one such program, and this case study describes the challenges encountered and the approach taken to design an inclusive online STEM curriculum.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Noah Glaser, University of Connecticut |
|
Copresenter(s): |
Ido Davidesco, University of Connecticut
|
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- Trajectories of Student Engagement with Social Justice-Informed Design Work |
| Description: |
Designers are increasingly interested in using methodologies that foreground the politics of design, moving beyond product-centered notions of work that are common even within human-centered design traditions. In this paper, we document the experiences of undergraduate UX design students as they used a digital civics approach to support local community needs. We highlight how students sought to frame their design work and outcomes and describe successful and unsuccessful trajectories of engagement with social justice principles.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Colin M. Gray, Purdue University |
|
Copresenter(s): |
Abbee Westbrook, Purdue University
| Rua M. Williams, Purdue University
| Paul Parsons, Purdue University
| Austin L. Toombs, Purdue University
|
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- A Beginner’s Guide to Negotiating Accountability in Learning Design and Technology |
| Description: |
Learning design happens in collaboration with people. Our accountability to those people is nurtured through an understanding of the relationship between those people and the contexts they inhabit, as well as our own positions in the world. Negotiating those relationships can be complex, demanding sensitivity, understanding, and transparency on the part of the designer. This chapter offers an introduction to the constructs at play when designers place accountability at the forefront of their work.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Katherine Walters, University of Georigia |
|
Copresenter(s): |
TJ Kopcha, University of Georgia
|
| |
| |
- Critical Instructional Design as Social Action: Cases from a Canadian Context |
| Description: |
Critical pedagogy addresses how relationships of inequality and oppression are produced and reproduced in educational institutions. We are interested in critical instructional design as a means to challenge dominant culture assumptions and develop learning environments for social justice. Departments of Continuing Education have long been sites of social action and have rich histories of developing learning environments for diverse communities. We will present three Canadian case studies of critical instructional design.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Katy Campbell, University of Alberta |
|
Copresenter(s): |
Diane Janes, Southern Institute of Technology
| Lorraine Carter, McMaster University
|
| |
| |
- Using Interactions among Constraints, Vision, and Critical Systems Thinking to Advance Instructional Design Innovation for Minority Majority Schools and Learners in Yunnan Province, Peoples Republic of China |
| Description: |
Learning designers in many countries exercise high degrees of freedom in learning design choices. Designers elsewhere, influenced by political systems and cultural customs, often have far lower degrees of freedom in their designs. This paper focuses on how critical systems thinking (Jackson, 2019) can be creatively combined with dynamic vision and significant constraints to advance instructional design innovation for minority-majority ethnic schools across Yunnan Province (PRC) while fully complying with government education regulations and policies.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Dennis Cheek, IESEG School of Management |
|
Copresenter(s): |
Hongwu (Zora) Dai, Eastern University
|
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- Asking Better Questions: Broadening Inquiry to Design more Inclusive and Equitable Learning Experiences for Adults |
| Description: |
This study intends to advance discussions about the necessity for and value of spending more time in inquiry with community-based stakeholders in order to make learning experiences more meaningful. There is a need to understand learning contexts and to build trust that can factor in to motivation for learning. Asking better questions demonstrates interest in the learner’s perspective that invites dialog.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Maria del Socorro Hubbard, The University of Memphis |
|
Copresenter(s): |
Lacretia Carroll, University of TN Health Sciences Center
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Emotional Pathway of Becoming a Professional: Stories of Graduate Students & Recommendations for Academia |
| Description: |
Publications on graduate studies and students mainly focus on professional formation issues while overlooking emotional burden. However, the emotional burden is a strong factor in program completion. In this chapter, we will explore narratives on emotional aspects of the life of a graduate student and their becoming a professional. Narratives will be written by students and faculty of different genders, backgrounds, disciplines, and standing, raising issues of disciplinary cultures, expectations, and multifaceted pressure faced daily.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Iryna Ashby, Purdue University |
|
Copresenter(s): |
Carolina Cuesta, Purdue University
| Suzhen Duan, Purdue University
| Brantly McCord, Purdue University
| Marisa Exter, Purdue University
| Wanju Huang, Purdue University
|
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Extending a framework for aligning needs, abilities and affordances to inform design of virtual reality experiences for individuals with autism |
| Description: |
In alignment with the theme of the 2021 Summer Research Symposium of inclusive learning design, and with a specific focus on equity and inclusion, the current proposal presents a conceptual framing of virtual reality (VR) for autistic people that aligns technology affordances with the strengths of autistic people so as to promote more inclusive and equitable educational technology design, implementation, and evaluation. First, we describe the current state of research in this area and discuss it from the perspective of the medical model of disability. Next, we contrast this with a discussion of the social-ecological model of disability, a model that focuses on individuals’ strengths and supports to enhance those strengths, as opposed to curing presumed deficits. We then present Antonenko and colleagues’ (2017) framework for aligning needs and abilities with technology affordances and discuss how we augmented this framework to (a) include unique VR technology affordances and (b) adapt it to a strengths-based model. This work represents an important step towards more inclusive, user-centered approaches to VR design, implementation, and evaluation with autistic people.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Matthew Schmidt, University of Florida |
|
Copresenter(s): |
Minyoung Lee, University of Florida
| Pasha Antonenko, University of Florida
| Nigel Newbutt, University of Florida
| Li Cheng, University of Florida
| Yueqi Weng, University of Florida
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Mobile Learning and Culturally-Situated Practices for Equity in Brazil |
| Description: |
The growing inequality affects education, especially in the Covid-19 pandemic. Research has shown that most students use mobile devices to study in Brazil. The objective of this study is to understand how mobile devices are used in Brazilian educational environments to improve culturally-situated learning. During a research-training in cyberculture, we propose activities in which students would narrate their perceptions about mobile learning. From these data, we list five topics to subsidize actions that promote equity.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Vivian Martins, Federal Institute of Rio de Janeiro |
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Knowledge Sharing for Inclusive Learning |
| Description: |
An inclusive learning environment is about creating space for individuality. A sense of belonging will not come from teacher selected readings believed to be culturally relatable to marginalized groups. Inclusivity is accomplished through self-expression and opportunities to contribute to the collective knowledge of the community. Learners can showcase their identities as a valued member of a knowledge building community. I propose a focus on knowledge sharing principles to support the creation of inclusive learning environments.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Megan Alicea, Kent State University |
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- On the Persistence of Pages |
| Description: |
As more instruction moves online, we should examine our practices regarding the distribution of electronic texts to students. The current research posits that sharing textual documents in formats that enforce the use of pages, i.e., spatially bound non-reflowable presentations of text and graphics, is a practice that discriminates against users of assistive technologies. To explain why academia persists in using page-based representations when reflowable formats, e.g., EPUB, are readily available, genre theory is used to position PDFs as emulations of printed documents intended to maintain the prestige inherent within traditional publishing and citation practices.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Hal Hinderliter, Northern Illinois University |
| |
| |
- Transformative Learning Experiences: Bringing Learners Together to Address Equity and Social Justice Through Project-based Language learning in the Online Classroom |
| Description: |
This paper presents a case study which describes design, processes, and challenges of implementing project-based learning in an online learning environment. It examines a case in which university students from the United States and Brazil collaborated virtually on a project to address issues of literacy and representation creating a multimodal, bilingual children’s e-book that celebrates Black heroes from Brazil, the US, and Africa.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Rachel Mamiya Hernandez, University of Hawai‘i at Manoa |
|
Copresenter(s): |
Kelly Barros Santos, Universidade Federal do Recôncavo da Bahia
| Julia Vasconcelos Gonçalves Matos, Universidade Federal do Recôncavo da Bahia
|
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Semiotics for Instructional Design |
| Description: |
Building upon theory and research in edusemiotics, instructional design, and learning, semiotics affords researchers and educators a theoretical framework for explaining learner’s meaning-making as the product of the intended learning content and the features that comprise its context and promulgate affective learner responses. Learners interact with essential OLE content but the subtleties of OLE context interpreted and influenced through the learner’s experiences drive learner affective responses as much as their entry-level skills drive cognition.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Kathryn Ley, U Houston Clear Lake |
|
Copresenter(s): |
Ruth Gannon-Cook, U Houston Clear Lake
|
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- Ableism Versus Inclusion: A Systems View on Accessibility Practices in Higher Education |
| Description: |
Within the online higher education system, accommodation practices are based on the medical model of disability. The social disability model embraces inclusive practices in which institutions are expected to provide accessible learning experiences for people of all abilities. This creates a paradigm conflict between ableist and inclusion practices within education, which requires a systems view to equitably address all facets of how disability is addressed in law, policy, and practice within education.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Rita Fennelly-Atkinson, Sam Houston State University |
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Introverts and Problem-Based Learning in Higher Education in the United States. |
| Description: |
This study provides a thematic analysis on the importance of including persona during instruction and instructional design process. In every classroom, there are few students who identify themselves as introverts who are required to exhibit some extrovert behaviors/characteristics. Results of the review of literature indicate that introverts have negative group work experience. This study emphasizes the importance of inclusive instructional design that allow all students to be comfortably engaged during instruction regardless of their personalities.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Sharon Ndolo, University of North Texas |
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- Expanding the Horizon: Vocational Training Simulation for Students with Intellectual Disabilities |
| Description: |
In this paper, we present a virtual reality (VR) vocational training simulation for students with intellectual disability, designed and developed to reduce the inequality in vocational training opportunities and further support them to be prepared to work in the community. Merrill’s first principles of instruction and the universal design for learning (UDL) principles were considered during the design process. The simulation currently consists of three components: VR practice session, Guided-training mode, and Scenario implementation mode.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Sanghoon Park, University of South Florida |
|
Copresenter(s): |
Jeeheon Ryu, Chonnam National University
| Yeonju Tak, Chonnam National University
| Seo-bin Jo, Chonnam National University
| Da-eun Kim, Chonnam National University
|
Pro-Action Café, Round D - Tuesday 2:00-4:15
|
| |
| |
- Forged in Fire: A Case Study of How the Class of COVID-19 Empowered Unheard Communities in the Fight for Social Justice |
| Description: |
Using social identity theory, this case study explores interactive ways to enhance inclusive learning design by enabling students to tell stories about solutions to societal problems that were exacerbated by the pandemic. Educators can create curriculum that fosters deeper understanding about inequity in our communities. Students in Florida Focus, a TV news production class, applied what they learned about social justice to newscasts that amplified diverse voices that are too often missing in mainstream media.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Jeanette Abrahamsen, University of South Florida |
|
Copresenter(s): |
Janelle Applequist, University of South Florida
| Emmanuel Maduneme, University of South Florida
|
Pro-Action Café, Round C - Tuesday 10:15-12:30
|
| |
| |
- Diversity, Equity, Inclusion and Justice in Action: A Case Study of Learning Experience Designers’ Practice for Online Learning Experiences |
| Description: |
This case study describes how a team of Learning Experience Designers (LXDs) engage with Diversity, Equity, Inclusion, and Justice (DEIJ) in the design of online learning experiences. The study’s findings highlight factors that influence LXDs to take up/carry out DEIJ practices, similar and different implementation approaches, tensions that designers experience applying DEIJ lenses, and opportunities for reflection-on-action to improve future design practice. The study’s discussion offers implications for learning design practice, education, and research.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Ahmed Lachheb, University of Michigan |
|
Copresenter(s): |
Rebecca Quintana, University of Michigan
| Ji Hyun Yu, University of Michigan
| Astrid Zamora, University of Michigan
|
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- How Could an Instructional Design Promote Social Justice and Equity in Learning Communities? |
| Description: |
The question that an inclusive instructional design can be a panacea in ensuring social justice and minimizing inequality is investigated a lot in the literature. Relating to social justice, Folger et al. (1995) underlines three faces of social justice: equity, equality, and need. Hence,
a. How could an instructional design promote social justice and equity in learning communities, considering organizational/societal, interpersonal, and individual needs in line with their manners, understanding, possibilities and abilities?
|
| Location: |
Georgian Room
|
| Key Presenter: |
Nazire Burcin HAMUTOGLU, Eskisehir Technical University |
| |
| |
- A Systemic Approach Toward Needs Assessment to Promote Inclusive Learning Design
|
| Description: |
The overarching goal of this paper is to promote a systemic approach toward needs assessment that promotes inclusive learning design. We intend to foreground the importance of inclusive needs assessment and analysis as a means to mitigate social inequities in educational and learning environments. This paper will explore instructional needs emerging as a result of social injustices and inequities and introduce heuristics to guide educators and learning designers to integrate inclusive needs analysis strategies.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Jill Stefaniak, University of Georgia |
|
Copresenter(s): |
Kim Pinckney-Lewis, Old Dominion University
|
| |
| |
- ADDIE as a Process for Preordinate and Responsive Evaluation in Inclusive Design Research |
| Description: |
This paper is about planning evaluation strategies in design research for including interests of a diversity of learners initially and throughout learning experiences, and for adapting to dynamic, ongoing events. It engages the value of incorporating Stake’s (2004) distinction between preordinate and responsive measurement strategies into ADDIE as a domain-agnostic and theory-agnostic process that allows blending both design and research in iterative and linear ways (Molenda, 2003). It shares two examples of detailed methodological planning.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Jamie Bernhardt, Georgia State University |
Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- Centering Learner Agency and Engagement:
Online Instructional Design Strategies to Promote Voice and Choice |
| Description: |
This paper will define student voice and choice within the larger context of learner agency and empowerment. Instructional design strategies to incorporate voice and choice, and promote cognitively engaged learning, in both hybrid and online courses will be discussed. Research-supported practices and quality standards that promote voice and choice in online courses will be presented and will be of benefit to faculty and instructional designers, as well as campus collaborators for educational equity and inclusion.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Bethany Simunich, Quality Matters |
|
Copresenter(s): |
Amy Grincewicz, Kent State University
| Racheal Brooks, North Carolina Central University
|
Pro-Action Café, Round B - Monday 3:00-5:00
|
| |
| |
- Power and Positionality In Research on Instructional Design Interventions |
| Description: |
This analysis of empirical studies published in AECT journals addresses two primary constructs within diversity, equity, and inclusion (DEI)— power and positionality—and how they do, or do not, intersect with research in instructional design technology (IDT). The focus of the study is on investigations in which interventions are implemented and conclusions are drawn. Our goal is to provide a critique and possible future directions to IDT researchers regarding DEI dimensions in their inquiry.
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| Location: |
Georgian Room
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| Key Presenter: |
Elizabeth Boling, Indiana University |
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Copresenter(s): |
Ahmed Lachheb, University of Michigan
| Victoria Ambremanka-Laccheb, Indiana University
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Business Education for Responsible Leadership: Preparing Students |
| Description: |
A College of Business Administration at a state university is dedicated to creating competitive Online MBA. The mission of the program is to create responsible leaders focused on sustainable development goals (SDGs). SDGs are envisaged to address the inequality and crippling conditions existing in the society that put certain social groups into disadvantage and margins. This chapter will explore how the SDGs are designed into the learning activities within the program to promote responsible leadership.
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| Location: |
Georgian Room
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| Key Presenter: |
Amy Grincewicz, Kent State University |
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Copresenter(s): |
Cathy DuBois, Kent State University
| David DuBois, Kent State University
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- Using Technology to Foster Inclusion and Diversity in Higher Education: A Case study of Geospatial Tools in Engineering Education. |
| Description: |
In this session, we highlight the stories of young engineering professionals in a higher education setting in the West Indies, who are enrolled in an interdisciplinary course that explores issues pertaining to diversity, inclusion and gender in technical fields. The session provides an opportunity for educators and instructional designers to learn about creating diverse cases, culturally responsive pedagogy and relatable contexts for students of color in STEM education by adapting technology to capture unique narratives.
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| Location: |
Georgian Room
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| Key Presenter: |
Shivani Ramoutar, Purdue University |
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Copresenter(s): |
Jason Tambie, The University of the West Indies
| Jennifer Richardson, Purdue University
| Bheshem Ramlal, The University of the West Indies
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Social Justice Math as a Catalyst for Developing Independent Learners and Critical Thinkers in an Urban After School Math Mentoring Program for Middle School Students |
| Description: |
In this position paper, we describe how incorporating social justice math (sjm) projects within an after school math tutoring and mentoring program impacts student learning outcomes by providing opportunities to “recognize and interpret inequitable patterns and practices in society” (Hammond, 2020). Through blending sjm, AI tutors and human tutors, the Ready To Learn program creates a personalized learning experience that connects real world social justice issues to math concepts.
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| Location: |
Georgian Room
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| Key Presenter: |
Cassandra Brentley, University of Pittsburgh |
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Copresenter(s): |
Carmen Thomas-Browne, PhD, University of Pittsburgh
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Audio Description for 3-Dimensional Virtual Worlds |
| Description: |
Three-dimensional virtual worlds (3D VWs) have little to offer people with visual disabilities because the experience is largely visual in nature. This paper describes a project that seeks to bring awareness to the need for audio description and to develop best practices for creating audio description for 3D VWs for the purpose of providing access for blind and visually impaired students by creating and testing the use of audio descriptions for 3D VWs.
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| Location: |
Georgian Room
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| Key Presenter: |
Peter Leong, University of Hawaii at Manoa |
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Copresenter(s): |
Melissa Peterson, University of Hawaii at Manoa
| Sarah Espinosa, University of Hawaii at Manoa
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Supporting Educational Equity with Collaborative Experiential Learning and Trauma-Informed Instructional Design |
| Description: |
Equity is an integral aspect of a trauma-informed approach because dehumanization and inequities are traumatizing experiences. When trauma-informed approaches are included in the planning of instruction, it supports all learners and mitigates barriers. Collaborative Experiential Learning can be used to build educational equity through a trauma-informed conceptual framework. We will share how Collaborative Experiential Learning has been applied to the training of mental health professionals in trauma-informed approaches.
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| Location: |
Georgian Room
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| Key Presenter: |
Hannah Grossman, University of California, Los Angeles |
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Copresenter(s): |
Christopher Brown, Full Being Services
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Developing an Inclusive Community in a Virtual Environment |
| Description: |
In the following case study, we will examine how an effective inclusive virtual community is created within online programs. Specifically, we will investigate 1) what online learners desire in a virtual community, 2) what resources are needed to create inclusivity, and 3) what students expect from program faculty in supporting their virtual needs.
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| Location: |
Georgian Room
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| Key Presenter: |
Yvonne Earnshaw, University of Alabama at Birmingham |
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Copresenter(s): |
Mary Ann Bodine Al-Sharif, University of Alabama at Birmingham
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- Cultivating a Mindset for Culturally Inclusive Learning Design
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| Description: |
Inclusive learning design has mostly focused on students. We propose that to truly move towards inclusive learning design to address social and educational inequalities, instructors must actively cultivate a mindset for cultural sensitivity. In this proposal, we describe dimensions for cultivating an inclusive mindset that begins with the instructor’s self-interrogation of their culture, positionality, and identity. These dimensions intersect and impact the design of learning spaces in varied ways.
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| Location: |
Georgian Room
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| Key Presenter: |
Nadia Jaramillo Cherrez, Oregon State University Ecampus |
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Copresenter(s): |
Christine Scott, Oregon State University Ecampus
| Elisabeth McBrien, Oregon State University Ecampus
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Towards Culturally-Inclusive Dialogue in Online Learning |
| Description: |
Understanding of values, beliefs, and linguistic differences within and across cultures is a worthy goal to foster community, equity, and social justice. For learning designs situated within the sociocultural paradigm, dialogue is critical. The authors examine goals for culturally-inclusive dialogue, interrelationships of language and culture, use of tangible and intangible cultural elements to promote dialogue, and facilitation strategies that build community. The authors propose a matrix tool and include examples of inclusive discussion prompts.
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| Location: |
Georgian Room
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| Key Presenter: |
Barbara Hall, Northcentral University |
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Copresenter(s): |
Nandita Gurjar, University of Northern Iowa
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Examining the Literature on the Effects of Social Inequality and the Digital Divide on Achievement Gaps in the COVID era. |
| Description: |
In this chapter, the authors will discuss a review of the literature that describes the impact of social inequality and the digital divide on student achievement gap during the COVID-19 pandemic. Research has shown that students’ socioeconomic backgrounds often influence their access to instruction (Dorn et al., 2020). While discrepancies in access can affect virtual class attendance, they can also impact the quality of student participation. Ultimately, this chapter will give stakeholders insight into the related COVID-19 effects on student learning in K-12 settings across the United States.
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| Location: |
Georgian Room
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| Key Presenter: |
Meika Billings, Indiana University |
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Copresenter(s): |
Halimat Ipesa-Balogun, Indiana University
| Mashiur Rahaman, University of Oklahoma
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- Human Capital, Rights, and Capabilities: Equitable Learning Design based on Justice |
| Description: |
The proposed chapter will explore how learning design can lead to equitable learning based on three types of sociological constructs - human capital, human rights or human capabilities. The chapter will focus on the micro level of students and teachers collaborating with each other in technology-rich learning environments. Examples of learning design will be given with particular focus on how backgrounds and prior experiences affect equity in individual or social interactions – how people are represented, how people interact, how people participate, and learning achievements.
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| Location: |
Georgian Room
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| Key Presenter: |
Sudip Ghosh, Pennsylvania State University |
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Copresenter(s): |
Reema Sen, Case Western Reserve University
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- Low Income African American Mothers and Technology |
| Description: |
This research interviews five under-privileged Black mothers juggling roles as parents, workers and online teachers/helpers during COVID-19. The social inequities related to their children’s technology use are highlighted including access to the internet and devices, knowledge of learning management systems, and their inability to help their children progress online. Findings suggest parents struggled with reduced teacher contact, limited familiarity with technology and related training, an inability to help children self-regulate, and feelings of inadequacy.
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| Location: |
Georgian Room
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| Key Presenter: |
Dr. Dwan V. Robinson, Ohio University |
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Copresenter(s): |
Tracy Robinson, Ohio University
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Supporting Teachers in Designing for Intersectionality |
| Description: |
As educational researchers and instructional designers, we often attempt to create standardized solutions that will apply in all learning contexts. However, this approach often ignores the intersectionalities of students, or how their culture, language, abilities, economic background, gender, and other sociocultural factors “interact to produce oppression and privilege” (Grant & Zwier, 2011, p. 182) and affect their learning experiences in and out of school. Philip and colleagues (2019) asserted, “Teaching is, by necessity, relational and situated. It is not only a technical endeavor but also an intellectual and creative one” (p. 259). Thus, imposing “‘best’ practices has a long history of ultimately harming historically marginalized communities” (p. 257). In this chapter, we draw upon the design concept of particularity to argue for the need for teachers to both develop professional knowledge and design learning opportunities that center on learners’ intersectionalities from the outset. This approach can foster more equitable learning experiences.
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| Location: |
Georgian Room
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| Key Presenter: |
Melissa Warr, University of Louisiana |
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Copresenter(s): |
Wendy Wakefield, Northern State University
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Libraries as Addressing STEM Equity Issues in Underserved Urban Settings |
| Description: |
The proposed design case details how our team designed an informal, inquiry-based STEM curriculum to address inequity issues within underserved areas of Memphis, TN. The design case highlights tensions to address this issue around the areas of (a) designing content uniquely suited for librarian’s skillset (inquiry; information seeking) (b) designing cases around contextualized needs of underserved communities (c) designing open-access curriculum that is representative of the community, but could be adopted by other library contexts
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| Location: |
Georgian Room
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| Key Presenter: |
Andrew Tawfik, The University of Memphis |
Pro-Action Café, Round B - Monday 3:00-5:00
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- Design Thinking in Developing an Online Summary Writing Course for Expository Essays Based on ADDIE Model for College Students |
| Description: |
This online learning course on summary writing for expository essays follows ADDIE model to provide step-by-step instruction and scaffoldings on the cultivation of summarization skills for college students. It focuses on formative design, providing college students with explicit instruction and materials on summary writing skills, and building an online community to facilitate feedback between peers and instructors.
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| Location: |
Georgian Room
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| Key Presenter: |
® Weijian Yan, Purdue University |
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Copresenter(s): |
Victoria L. Lowell, Purdue University
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Formative Design and Development of a Three Dimensional Collaborative Virtual Learning Environment through Learning Experience Design Methods |
| Description: |
The purpose of this paper is to describe the formative design, development, and evaluation of a 3D collaborative virtual learning environment (3D CVLE) called the Museum of Instructional. The 3D CVLE was designed to support the classroom activities of doctoral students enrolled in an instructional design & technology program. The findings from this paper will provide insight into how formative learner-centered design processes can lead to the development of 3D learning environments.
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| Location: |
Georgian Room
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| Key Presenter: |
® Noah Glaser, University of Missouri |
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Copresenter(s): |
Elisa Shaffer, Old Dominion University
| Mohan Yang, Old Dominion University
| Dana Al Zoubi, Iowa State University
| ® Yvonne Earnshaw, University of Alabama at Birmingham
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Tapping Into How We Teach What We Teach: A Journey in Explicit and Implicit Reflection |
| Description: |
Teaching a localized context of use approach to our students (what we teach), we took a localized context of use approach (how we teach) by setting up an environment for explicit and implicit reflection. Using a Google Doc and shared design stories, we experienced both reflection-in-action and reflection-for-action as we made improvements during course semesters. Formative design put us in an advantageous position to continue to improve and evolve our classrooms and our research.
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| Location: |
Georgian Room
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| Key Presenter: |
® Monica Tracey, Wayne State University |
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Copresenter(s): |
John Baaki , Old Dominion University
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Robot Photo-Journals: Maintaining the Formative Authenticity of Educational Robotics for Elementary Students |
| Description: |
Educational robotics helps elementary students learn to collaborate through project-based learning, use critical thinking and spatial reasoning skills, and explore integrated STEM-topics in a hands-on manner. Evaluating student progression in a formative manner is essential to maintain the fun, authentic learning benefits of a robotics curriculum. In this session, we will present a photo journal method to evaluate student mastery and progression of construction and spatial reasoning skills using robotics.
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| Location: |
Georgian Room
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| Key Presenter: |
® Anna Blake, Elizabeth Forward School District |
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Copresenter(s): |
Jason McKenna, VEX Robotics
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- Perspective Taking And The Construction Of An Intersubjective View |
| Description: |
Video data has allowed researchers to conduct analyses of interactive communication. Go-Pro cameras allow multiple perspectives of an event, not possible from a stand-alone camera. We argue that analysis of multiple go-pro camera video allowed us to “see” more of an event through viewings of video data. Examples from a group of fifth grade students engaged in a maker space illustrate how piecing together perspectives generated a possibility space of “truth” for one event.
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| Location: |
Georgian Room
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| Key Presenter: |
® Signe Kastberg, Purdue University |
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Copresenter(s): |
® Amber Simpson, Binghamton University
| Caro Williams-Pierce, University of Maryland
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Preparing Elementary Teachers to Design Learning Environments that Foster Science and Engineering Sensemaking, Habits of Mind, and Identity |
| Description: |
Many elementary teachers are ill-equipped to design instruction that will enable students to develop a science and engineering identity and habits of mind, as well as to engage in sensemaking. This chapter reports on the design of a two-semester professional learning experience for elementary teachers to improve their own sensemaking, habits of mind, and identity. The chapter also describes how teachers engaged in the design process to create meaningful learning experiences for their students.
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| Location: |
Georgian Room
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| Key Presenter: |
® Kim Cheek, University of North Florida |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Investigating the Impact Of a Question-Based Microlearning Program On Medical Professionals |
| Description: |
Professionals who enter the medical system are digital learners with ubiquitous access to mobile devices and high affinity or tendency to use technology for their learning needs. The educational repertoire of higher education and medical schools is infused with emerging educational tools and modalities to cater to these digital learners. This research study is an investigation into the impact of a question-based microlearning, mobile accessible program on members of the professional medical society.
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| Location: |
Georgian Room
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| Key Presenter: |
® Sarah Ramaiah, University of Alabama |
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- Using Personas to Leverage Students’ Understanding of Human Performance Technology to Support Their Instructional Design Practice |
| Description: |
Scholars recommend that Human Performance Technology be incorporated within instructional design coursework. HPT embraces a systems-thinking approach that relies heavily on analysis methods. However, many of our students struggle with this mindset. In this chapter we will use UX techniques (personas and journey maps) to understand a variety of students’ journeys and struggles during an HPT class, and identify areas that can be adapted and customized to meet students’ varied needs. Recommendations will be offered.
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| Location: |
Georgian Room
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| Key Presenter: |
Jill Stefaniak, University of Georgia |
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Copresenter(s): |
® Marisa Exter, Purdue
| T. Logan Arrington, University of West Georgia
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Pro-Action Café, Round B - Monday 3:00-5:00
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- Enhancing the Formative Nature of PBL Through Design Thinking and Story |
| Description: |
Basing learning design on what may be viewed in many circles as ‘alternative’, less established approaches can cause them to appear to be a fad and/or, as a minimum, less credible. PBL is one such instructional framework that is hampered by multiple perspectives and definitions of the acronym. The rationale for this perspective is discussed followed by a demonstration of how story and design thinking can reaffirm its value and its formative process.
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| Location: |
Georgian Room
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| Key Presenter: |
® Robert Kenny, Florida Gulf Coast University |
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Copresenter(s): |
Glenda Gunter, University of Central Florida
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Practicing 3600 Innovation: Experiencing Design Thinking, Exhibiting Growth Mindset, and Engaging Community in a French Business School Intensive Course |
| Description: |
This proposed chapter presents a case study of a graduate course on practical innovation within a French business school with attention to the role of design thinking, growth mindset, and student-initiated embedded practical innovations within the local community.
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| Location: |
Georgian Room
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| Key Presenter: |
® Dennis Cheek, IESEG School of Management |
Pro-Action Café, Round A - Monday 10:30-12:30
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- Making: A Model for Inquiry Within Integrated STEM Learning Environments |
| Description: |
Novice instructional design decisions impact development of instructional material in unique ways. Initial efforts in developing an Integrated Chemistry Physics (ICP) curriculum based on making originated from experience with student-centered experimental modeling. Feedback regarding use of a design–make–investigate laboratory style led to refinement of an investigation template attempting to merge scientific inquiry with engineering design processes. A formative design process provided preliminary results favoring improvements in student engagement while simultaneously illuminating implementation issues.
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| Location: |
Georgian Room
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| Key Presenter: |
® Stuart White, Purdue University |
Pro-Action Café, Round B - Monday 3:00-5:00
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- Self-regulated learning scaffolding: An opportunity for formative interactions with online students. |
| Description: |
The proposed chapter will synthesize existing literature on the design of SRL-Based interventions bringing together theory and application. Next an evidence-supported intervention strategy developed throught the application of these best practices will be described in sufficient detail to adapt the intervention to a wide variety of higher education online contexts. The chapter will close with a reflection on self-regulation skills as a formative process that can be mediated by instructors throughout the students learning journey.
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| Location: |
Georgian Room
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| Key Presenter: |
® Alexis Guethler, Towson University |
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Copresenter(s): |
Bill Sadera, Towson University
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- How a Novice Instructional Designer Embraced Design Thinking Mindset Through a Learning Design Course |
| Description: |
Having a design thinking mindset is crucial to instructional designers’ success. Using the collaborative autoethnography method, this proposal investigated how a student developed a design thinking mindset in a learning design course. The preliminary analysis suggested that the student incorporated design thinking to create the learning module and transformed herself from a novice designer to a designer who understood and embraced a design thinking mindset purposefully and intentionally throughout the course.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jing Song, Purdue University |
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Copresenter(s): |
Wanju Huang, Purdue University
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- Closing the Professional Learning Loop: Designing for Performance Improvement |
| Description: |
Formative design for learning encompasses an iterative and agile instructional design process that converges on an ideal model for online instruction (Calongne et al., 2019). This process was used to develop a learning experience model that supported closing the professional learning loop to ensure that instruction resulted in implementation and performance improvement. Organizations that use this process will enhance and develop ownership of the performance improvement outcomes and process (Senge, 2006).
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| Location: |
Georgian Room
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| Key Presenter: |
® Rita Fennelly-Atkinson, Sam Houston State University |
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Copresenter(s): |
Courtney Teague,
| Jillian Doggett,
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design & Delivery Practices |
| Description: |
We analyze published articles (design cases, studies, reflective papers) that report on learning design/delivery practice during or in relation to the COVID-19 pandemic. We conceptualize these practices as formative designs due to their developmental nature in response to the global pandemic. Through our analysis, we arrive at: (1) understanding what practices are reported; (2) realizing what practices appeared to be unique/new; (3) explaining the role that precedent practices played in facing COVID-19 challenges.
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| Location: |
Georgian Room
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| Key Presenter: |
® Ahmed Lachheb, University of Michigan |
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Copresenter(s): |
Victoria Abramenka-Lachheb, Indiana University
| Jacob Fortman, University of Michigan
| Hedieh Najafi, University of Michigan
| Peter Arashiro, University of Michigan
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Pro-Action Café, Round B - Monday 3:00-5:00
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- What is is not what has to be: The Five Spaces Framework As a Lens for (Re)design in Education |
| Description: |
Design is everywhere. Recognizing how everything in education is designed, including systems and cultures, increases our agency to make changes on those designs. In this chapter, we introduce the five spaces framework which provides an analytical tool for understanding the relationships among designed entities, shifting perspectives and offering new possibilities for (re)design. To illustrate the framework we analyze three technologies in education: the teacher desk, PISA test, and learning management systems.
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| Location: |
Georgian Room
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| Key Presenter: |
® Melissa Warr, University of Louisiana-Monroe |
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Copresenter(s): |
® Kevin Close, Spencer
| Punya Mishra, Arizona State University
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Profound Learning for Formative Learning Design and Educational Technology |
| Description: |
Profound Learning (PL) is put forward as a potential partner in the formative design process to advance design thinking (mutually) and community building. In this proposal, PL is defined alongside its components. Because PL is associated with depth, intentionality, authenticity, and, perhaps most of all, the formative nature of learning, it is particularly well-suited to this collaboration. Current research, which can inform the upcoming dialogue is described.
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| Location: |
Georgian Room
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| Key Presenter: |
® Ali Carr-Chellman, University of Dayton |
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Copresenter(s): |
® Davin Carr-Chellman, University of Dayton
| Corinne Brion, University of Dayton
| Michael Kroth, University of Idaho
| Carol Rogers Shaw, University of Dayton
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Pro-Action Café, Round C - Tuesday 10:15-12:30
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- How has immersive technology (VR, AR, XR) been used to deliver interventions that support mental well-being? A systematic review. |
| Description: |
In this paper, the authors present findings from a systematic literature review that interrogates the degree to which immersive technology (VR, AR, XR) has been used to deliver interventions that support mental well-being. At this point, we have completed article retrieval, removed duplicates, and finished abstract and title screening. We are now analyzing the full text of 265 articles. Although analysis is ongoing, we provide preliminary results, along with implications and directions for further research in the current chapter draft.
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| Location: |
Georgian Room
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| Key Presenter: |
® Minyoung Lee, University of Florida |
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Copresenter(s): |
Jie Lu, University of Florida
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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- Emergent Formative Roles in an Interdisciplinary, Multi-institutional Research Project: A Collaborative Autoethnography |
| Description: |
This collaborative autoethnography includes individual and collaborative reflections on our experience in an interdisciplinary multi-institutional project as we balanced our original role as educational researchers and our emergent formative role as instructional designers in an effort to guide the larger team towards competency-based education. The reflective process of writing this chapter is helping us gain better understanding of how our multiple identities impact this work and how this work changes our perception of our identities.
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| Location: |
Georgian Room
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| Key Presenter: |
® Deepti Tagare, Purdue University |
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Copresenter(s): |
® Marisa Exter, Purdue University
| Iryna Ashby, Purdue University
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- The Multipurpose Practicum: Feeding a Hunger for Justice via a Mainstream Academic Requirement |
| Description: |
A summer practicum experience was designed to meet the academic goals and requirements of an LDT-focused graduate program, while simultaneously centering a social justice issue in the local community. Three students worked to learn about food insecurity in their college town and create an online hub to address immediate hunger needs, provide public education on the topic, and elicit support among community members not vulnerable to food insecurity, and do it in a non-stigmatizing way.
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| Location: |
Georgian Room
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| Key Presenter: |
® Amy Bradshaw, University of Oklahoma |
Pro-Action Café, Round A - Monday 10:30-12:30
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- Addressing the Need for Intercultural Communication Competency Through Instruction Implemented Using Design Thinking |
| Description: |
This proposal discusses the importance of intercultural communication competency and will provide guidance on using a design thinking method for higher education instructors hoping to increase their students’ intercultural communication knowledge and skills. The authors define intercultural communication, discuss its importance for higher education students and relevant literature on its implementation in higher education courses, and provide guidance using design thinking methodology for integrating intercultural communication instruction in courses.
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| Location: |
Georgian Room
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| Key Presenter: |
® Yue Zhu, Purdue University |
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Copresenter(s): |
Victoria Lowell, Purdue university
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- Formative Learning Design within Project Evaluation: Case of a Food Bank Disaster Planning Project Utilizing an Immersive Table-top Exercise Strategy |
| Description: |
Efforts by food banks to improve performance include supply chain optimization, food insecurity tracking, and social capital growth. Natural disasters, such as hurricanes, present immediate and compounding dynamics for addressing food insecurity in robust ways. To address these issues, an interdisciplinary research team engaged in a formative learning process that attended to the inputs from critical stakeholders of the food bank and its partners to foster collaborative, data-driven planning and decision-making pre-, during, and post-disaster.
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| Location: |
Georgian Room
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| Key Presenter: |
® Susie Gronseth, University of Houston |
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- Formative Design of Authentic Scenarios in the Creation of Virtual Counseling Training for Teachers |
| Description: |
This chapter introduces a formative design and evaluation process of authentic counseling scenarios in virtual reality (VR) counseling training modules for teachers. Specifically, we present the formative design process in three steps (identification, validation, and finalization) with detailed explanations of scenario design components. The final scenarios were created by following the iterative process of revisions based on validation survey findings and feedback from a total of 40 in-service teachers.
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| Location: |
Georgian Room
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| Key Presenter: |
® Sanghoon Park, University of South Florida |
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Copresenter(s): |
Jeeheon Ryu, Chonnam National University
| Kukhyeon Kim, Chonnam National University
| Eunbyul Yang, Chonnam National University
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Pro-Action Café, Round A - Monday 10:30-12:30
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- Fifth test Phil Harris |
| Description: |
Short Description
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| Location: |
Georgian Room
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| Key Presenter: |
Phillip Harris, AECT |
Pro-Action Café, Round A - Monday 10:30-12:30
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A1- Design Matters: moving beyond content to metacognition |
| Description: |
This proposal challenges designers to step outside of their traditional role and answer a call to action to innovate our current education system. This step outward would extend beyond the built environment while looking inward to share a way of seeing and experiencing the world. This proclamation is based on the realization that designers are uniquely qualified to transform the model of education in the United States. Designers can become agents of change on a much larger and impactful scale, helping shape the minds of the next generation.
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| Location: |
Georgian Room
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| Key Presenter: |
Ryan A Hargrove, University of Kentucky |
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A2- Learning Through Play |
| Description: |
The purpose of this paper is to discuss how playful approaches to learning might impact creativity, and articulate challenges inherent in playful activities as incorporated into educational space. Upon completing this chapter, students will be able to provide a scholarly definition of play and distinguish between key elements of play and work.Readers will relate intentional play to personal learning experiences, and draw upon their discoveries to explicate a playful process for exploration of a digital resource, identifying, in particular, the intentional incorporation of play cues.
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| Location: |
Georgian Room
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| Key Presenter: |
Kathy Essmiller, Oklahoma State University |
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A3- How Social Presence on Twitter Impacts Students Engagement and Learning in a Mathematics Classroom |
| Description: |
Twitter is a micro-blogging tool that allows users to post messages of up to 280 characters to their followers, anywhere in the world. This network allows individuals to connect and communicate with each other, creating a “global village”, according to Marshall McLuhan. With so much information available to us because of technology, Twitter affords the opportunity for people to discuss, synthesize, brainstorm and exchange ideas in order to create solutions and make sense of information.
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| Location: |
Georgian Room
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| Key Presenter: |
Shelly Vohra, Peel District School Board |
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A4- The Effect of Organizational Systems Training Success |
| Description: |
In an effort to go beyond the traditional models of learning, this case study details how a mid-sized nonprofit organization managed training for its employees to support the implementation of a new employee talent and performance management software. The training strategy was complete and thorough. Why didn’t it work? The reason may have had less to do with instructional systems and possibly more to do with managing the workplace systems that encase this population of learners.
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| Location: |
Georgian Room
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| Key Presenter: |
Maria del Socorro Hubbard, The University of Memphis |
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Copresenter(s): |
Andrew Atef Tawfik, University of Memphis
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A5- Transdisciplinary Studies in Technology: Towards a Content Agnostic Praxis for Solving Problems |
| Description: |
The Transdisciplinary Studies in Technology (TST) Program aims to develop students’ praxis to solve problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators can inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset.
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| Location: |
Georgian Room
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| Key Presenter: |
Deena Varner, Purdue University |
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Copresenter(s): |
Colin Gray , Purdue University
| Marisa Exter, Purdue University
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A6- Beyond Content: What Else Did Pre-service Teachers Learn in a Making Course of a Teacher Education Program |
| Description: |
The purpose of this study was to investigate what were those skills, habits, beliefs, and practices pre-service teachers gained from a making course in a teacher education program. The findings revealed that pre-service teachers acquired skills in using educational technologies, generating ideas, solving problems, and communicating. They cultivated habits of using design thinking and creativity in their making projects. They developed self-efficacy, confidence, and motivation in offering making instruction in their classrooms, along with a maker mindset. Lastly, they began their practices for designing and teaching making lessons. The implications for teacher educators will be discussed.
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| Location: |
Georgian Room
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| Key Presenter: |
Yi Jin, Sonoma State University |
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A7- What Should Be the Content of Student Learning? |
| Description: |
Content in education is typically conceived as subject matter, such as math, science, and history. I plan to discuss Steiner's alternative conception of content, namely that of schemata for cognition, intention, and emotion. I argue that educational content should be considered with respect to student mental structures that are expected to result from teaching and learning activities. This stands in in stark contrast to "covering the content" presented in printed textbooks and other media.
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| Location: |
Georgian Room
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| Key Presenter: |
Ted Frick, Indiana University |
Pro-Action Café, Round B - Monday 3:00-5:00
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B1- Designerly Talk in the Design Studio |
| Description: |
This paper examines the language of design students during their processes of designing in design studio sessions. We refer to this language as designerly talk, and use a discourse analysis approach to examine the components that make up this designerly talk. The linguistic routines of designerly talk that emerge during design studio sessions inform design pedagogy and how we may devise scaffolds to support the learning of instructional design.
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| Location: |
Georgian Room
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| Key Presenter: |
Katherine Bevins, University of Tennessee |
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Copresenter(s): |
Craig Howard, University of Tennessee
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B2- Cybermatics Playable Case Study: A Model For Attitudinal and Skill-Based Learning |
| Description: |
We have created a unique educational program, called a Playable Case Study (PCS), designed to teach basic skills and values of cybersecurity while exposing students to a cybersecurity career in an engaging way. We have found the PCS to be effective in helping students build the skills, values, and attitudes of a cybersecurity professional. We believe the PCS model has potential to teach beyond the content of a wide range of subjects.
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| Location: |
Georgian Room
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| Key Presenter: |
Desiree Marie Winters, Brigham Young University |
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Copresenter(s): |
Jason McDonald, Brigham Young University
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B3- The Effects of Wearable Technologies on Performance:
Serving The Whole Student With Focused Attention on Health and Wellness |
| Description: |
In an era of information overload, college students today arrive deluged with life’s burdens. Teaching content alone may be as productive as filling buckets of sand already brimming to capacity. Health and well-being are directly correlated with improved cognitive functions and learning gains (Ratey, 2008; Calestine, Bopp, Bopp, & Papalia, 2017). This study aims to examine the effects of wearable technologies on performance when used with intentionality to focus learners’ attention on health and well-being.
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| Location: |
Georgian Room
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| Key Presenter: |
Suzanne Ensmann, University of Tampa |
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B4- Training Motivational Regulation Skills through Virtual Tutors in Online Learning |
| Description: |
Motivation regulation is a key aspect of self-regulation, which is essential to be successful in online learning. Online learners need to be trained to understand self-initiated motivational regulation skills so they can overcome various motivational challenges that they encounter while performing online learning tasks. This paper describes a design case of the virtual tutor-guided motivational regulation skill training focusing on three design considerations: module design, virtual tutor design, and interaction design.
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| Location: |
Georgian Room
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| Key Presenter: |
Sanghoon Park, University of South Florida |
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Copresenter(s): |
Jung Lim, University of South Florida
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B6- Beyond Learning Environments: Enabling Instructional Creativity |
| Description: |
Creative teaching is an exciting area of research because it benefits learners. However, contemporary
research does not identify how instructional creativity is enabled and limited by the environment. This
investigation looks beyond the scope of the learning environment and synthesizes the insights of measurably
creative teachers to address this gap. The findings suggest that attributes of the physical and socioorganizational
are interrelated, and that the later plays a dominant role in negotiating instructionally creative
behavior
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| Location: |
Georgian Room
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| Key Presenter: |
Jody Nyboer, Syracuse University |
Pro-Action Café, Round C - Tuesday 10:15-12:30
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C1- Ah, I’m a designer?!: Becoming Empowered Designers through Course Experiences
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| Description: |
We will present how students in a Learning, Design, and Technology doctoral program discover what it means to be a designer. We will present a summary of the literature on design in instructional design and technology. Then we will introduce design thinking, in which design is conceptualized as a complex problem-solving activity. We will present the context of the study, data collection methods, analysis, as well as findings and implications.
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| Location: |
Georgian Room
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| Key Presenter: |
Lisa Yamagata-Lynch, University of Tennessee |
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Copresenter(s): |
Hsin-Hui Chang, University of Tennessee
| Takuya Hayakawa, University of Tennessee
| Jason Mastrogiovanni, University of Tennessee
| Lisa Shipeley, University of Tennessee
| Cody Miller, University of Tennessee
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C2- How Culture Influences Learning Beyond Content: A Review of Literature |
| Description: |
As the use educational technology continues to expand, it is informative for instructional designers, instructors, and education planners, among others, to consider the effect of culture on the ability of learners to understand content. Culture affects how learners acquire desired skills, their learning habits and their beliefs in educational technology as a learning tool. This paper discusses how the cultures of learners, instructors, and institutions affects the success or failure of learning.
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| Location: |
Georgian Room
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| Key Presenter: |
Newton Buliva, University of North Texas |
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C3- Design Principles Promoting Embodied Skills Development for Individuals Severely Impacted by Autism in a 3D Collaborative Virtual Learning Environment |
| Description: |
The purpose of this proposal is to describe a virtual reality intervention for individuals with Autism Spectrum Disorders (ASD) that is under development at a large Midwestern university. We begin by aligning the focus of the intervention – development of life skills, social skills, and vocational skills – with the symposium theme of of going “beyond content and address[ing] other skills and capabilities.” We then briefly describe impairments associated with ASD and how information and communications technologies (ICTs) have been shown to be effective in their remediation. After this, we review a promising ICT technology, three-dimensional virtual learning environments (3D VLE), along with supporting research. The proposal concludes with a brief description of our under-development learning environment, specifically focusing on our overarching design principles, including an overview of our goals for a full chapter should our proposal be accepted.
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| Location: |
Georgian Room
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| Key Presenter: |
Matthew Schmidt, University of Cincinnati |
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Copresenter(s): |
Noah Glaser, University of Cincinnati
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C4- Beyond Language Learning: Developing Learners' Self-Regulation Skills and Self-Efficacy in a College Flipped Spanish Course |
| Description: |
This paper investigates how Spanish language learners develop their self-regulation skills and self-efficacy in a flipped Spanish course that integrated a computer-assisted language learning component and presents the flipped language model in support of the study. Results revealed that learners developed skills including setting goals, managing time and resources, adjusting task strategies, self-monitoring and evaluating progress, and seeking help and appropriate learning contexts. Learners also developed self-efficacy to build up their confidence and autonomy.
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| Location: |
Georgian Room
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| Key Presenter: |
Nadia Jaramillo Cherrez, Iowa State University |
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C5- Lost in Action: The Missing Skills |
| Description: |
The topics of skill learning, instruction of skilled performance, and the training of design skills are highly relevant to many aspects of the practice of educational technology, but they occupy a proportionally small segment of the ed tech literature. This dialogue session proposes:
1. That the field of educational technology should consider expanding its concept of skilled performance beyond inquiries into cognitive skills, to include coordination with motor skills and with emotive and conative states favorable to the training of high-quality skilled performances.
2. That the field of educational technology should place greater emphasis on research regarding instructional practices for establishing and maintaining skilled performances.
3. That the field of educational technology should come to view and teach its main practices as flexible and judgment-laden skills to be developed rather than as processes to be followed.
I propose that doing so will increase the relevance and applicability of educational technology research, encourage establishment of programmatic research teams to a greater extent, and encourage the use of flexible and adaptive instructional design practices.
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| Location: |
Georgian Room
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| Key Presenter: |
Andrew Gibbons, Brigham Young University |
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C6- Developing A Rubric for Authentic Learning Praxis |
| Description: |
More often than not, the learning spaces of the face to face or online classroom are self-enclosed. Faculty and students may share content such as current events, news stories, or personal experiences to stimulate discussions or formal assignments, but often course content is produced for and lives within the context of a course or an academic program. As well, students’ perspectives, voices, or their student-produced work do not commonly travel in the other direction - to be shared beyond the learning space and into the larger world. How can we as instructional designers and faculty use existing frameworks to guide us through the process of creating authentic learning experiences?
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| Location: |
Georgian Room
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| Key Presenter: |
Annette McNamara, University of Minnesota |
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Copresenter(s): |
Jennifer Englund, University of Minnesota
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Pro-Action Café, Round D - Tuesday 2:00-4:15
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D1- Building a Holistic Design Identity Through Integrated Studio Education |
| Description: |
Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this proposal, we describe the creation of a novel user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program, rather than relying upon content-delineated coursework, allowing students to build a flexible design identity.
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| Location: |
Georgian Room
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| Key Presenter: |
Colin M. Gray, Purdue University |
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Copresenter(s): |
Paul Parsons, Purdue University
| Austin L. Toombs, Purdue University
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D2- Digital Storytelling in ESL Reading Classrooms: Tasks that go beyond language learning |
| Description: |
This chapter introduces how digital storytelling tasks can be applied in English as a Second Language (ESL) classrooms to enhance literacy learning. The output tasks leading to digital story production can (a) promote reading and writing practices, (b) develop critical thinking skills (e.g., summarizing and synthesizing), and (c) provide technology education (e.g., video editing and production), thereby promoting higher-order thinking and digital literacy skills in addition to content learning.
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| Location: |
Georgian Room
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| Key Presenter: |
Shizhong Zhang, University of Central Florida |
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Copresenter(s): |
Ying Xiong, University of Central Florida
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D3- Business Students Meet the Real World: Creative Problem-Solving Via a Complex Role-Playing Simulation |
| Description: |
Business school students (650+) from 40+ nations have participated in a complex, real-world, student-led simulation to solve the critical problem of acid mine drainage across South Africa. We provide teams’ role descriptions, a 4-day flow chart, and summaries of student insights across various topics. We supply details about the design aspects of the course. Outcomes include student self-awareness of their creativity and problem-solving capabilities, negotiation and team leadership skills, and new creativity techniques they applied.
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| Location: |
Georgian Room
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| Key Presenter: |
Dennis Cheek, IESEG School of Management |
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Copresenter(s): |
Kim Cheek, University of North Florida
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D4- Incorporating Mindful and Motivational Regulation Strategies into Online Learning |
| Description: |
There is convincing data that, in adults, mindfulness improves health and well-being. Neuroscience offers insights into how and why mindfulness training may offer such support. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation. In self-regulated learning, the regulation of motivation is often necessary. This article applies the existing research on mindfulness and motivational regulation strategies to online courses to improve the learning experience.
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| Location: |
Georgian Room
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| Key Presenter: |
Amy Grincewicz, Kent State University |
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D5- Developing cross-cutting competencies for a transdisciplinary world: An extension of Bloom’s Taxonomy |
| Description: |
This paper presents an adaptation of Bloom’s Taxonomy and a framework for facilitating the development of cross-cutting competence rather than discipline- or content-specific competence that will prepare well-rounded professionals. The extended Bloom’s taxonomy and competency framework was developed for a transdisciplinary undergraduate degree program, but could be used or adapted for the needs of other programs. An overview of our design process and examples of competency language will be provided in the final paper.
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| Location: |
Georgian Room
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| Key Presenter: |
Iryna Ashby, Purdue University |
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Copresenter(s): |
Marisa Exter, Purdue University
| Deena Varner, Purdue University
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D6- Mentorship through Critique: A Case Study |
| Description: |
Studio pedagogy incorporates critique cycles to provide feedback to students. Critique may be viewed as divisive to the student-instructor relationship, we believe it could be used to foster important skills and attitudes. Critique can build mentoring relationships that are vital to students entering the professional world. We present a phenomenological case study of a female student in a university who received mentoring through feedback in ways that built her confidence in her professional skills.
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| Location: |
Georgian Room
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| Key Presenter: |
Esther Michela, Brigham Young University |
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Copresenter(s): |
Jason McDonald, Brigham Young University
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