Pro-Action Café, Round A - Monday 10:30-12:30
|
| |
| |
- 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?
|
| Location: |
Georgian Room
|
| Key Presenter: |
Bruce DuBoff, Rutgers University |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Viktoryia Abramenka-Lachheb, Indiana University School of Education |
|
Copresenter(s): |
Ahmed Lachheb, Indiana University
| Dr. Gamze Ozogul, Indiana University
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Iryna Ashby, Purdue University |
|
Copresenter(s): |
Mohan Yang, Purdue University
| Umair Sarwar, Purdue University
| Brantly McCord, Purdue University
| Tadd Farmer, Purdue University
| Marisa Exter, Purdue University
|
| |
| |
- Potential Of Virtual Reality For Teaching And Learning In Online Environment:
an Interdisciplinary Content Analysis
|
| 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Andrea Adams, James Madison University |
|
Copresenter(s): |
Yonghua Feng, Henan University, China
| Eric Stauffer, James Madison University
| Juhong Christie Liu, James Madison University
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Dennis Cheek, University of Central Florida |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Robert Kenny, Florida Gulf Coast University |
|
Copresenter(s): |
Glenda Gunter, University of Central Florida
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Suzanne Ensmann, |
|
Copresenter(s): |
® Penni Eggers, The University of Tampa
| Brittany Bing, The University of Tampa
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Mohan Yang, |
|
Copresenter(s): |
® Victoria Lowell, Purdue University
|
| |
| |
- Current and Emerging Views of Learner Experience from the Field of Learning Design & Technology
|
| 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Matthew Schmidt, University of Florida |
|
Copresenter(s): |
® Tammy (Rui) Huang, University of Florida
|
| |
| |
- 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 |
| |
| |
- 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 |
| |
| |
- 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 |
| |
| |
- 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
|
| |
| |
- 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 |
| |
| |
- 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 |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Peter Leong, University of Hawaii at Manoa |
|
Copresenter(s): |
Melissa Peterson, University of Hawaii at Manoa
| Sarah Espinosa, University of Hawaii at Manoa
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Yvonne Earnshaw, University of Alabama at Birmingham |
|
Copresenter(s): |
Mary Ann Bodine Al-Sharif, University of Alabama at Birmingham
|
| |
| |
- Cultivating a Mindset for Culturally Inclusive Learning Design
|
| 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Nadia Jaramillo Cherrez, Oregon State University Ecampus |
|
Copresenter(s): |
Christine Scott, Oregon State University Ecampus
| Elisabeth McBrien, Oregon State University Ecampus
|
| |
| |
- 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
|
| Location: |
Georgian Room
|
| Key Presenter: |
Andrew Tawfik, The University of Memphis |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Kim Cheek, University of North Florida |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Stuart White, Purdue University |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Ahmed Lachheb, University of Michigan |
|
Copresenter(s): |
Victoria Abramenka-Lachheb, Indiana University
| Jacob Fortman, University of Michigan
| Hedieh Najafi, University of Michigan
| Peter Arashiro, University of Michigan
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Yue Zhu, Purdue University |
|
Copresenter(s): |
Victoria Lowell, Purdue university
|
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Susie Gronseth, University of Houston |
| |
| |
- 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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
® Sanghoon Park, University of South Florida |
|
Copresenter(s): |
Jeeheon Ryu, Chonnam National University
| Kukhyeon Kim, Chonnam National University
| Eunbyul Yang, Chonnam National University
|
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Ryan A Hargrove, University of Kentucky |
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Kathy Essmiller, Oklahoma State University |
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Shelly Vohra, Peel District School Board |
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Maria del Socorro Hubbard, The University of Memphis |
|
Copresenter(s): |
Andrew Atef Tawfik, University of Memphis
|
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Deena Varner, Purdue University |
|
Copresenter(s): |
Colin Gray , Purdue University
| Marisa Exter, Purdue University
|
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Yi Jin, Sonoma State University |
| |
| |
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.
|
| Location: |
Georgian Room
|
| Key Presenter: |
Ted Frick, Indiana University |
