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 |
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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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- 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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- 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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- 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 |
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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 |
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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 |
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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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- Using Live Interactive Improv to Instill a
Participatory, Transactional Learning Culture in the Classroom
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| 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).
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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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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
® Sudip Ghosh, Pennsylvania State University |
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Copresenter(s): |
Simon Richard Hooper, Pennsylvania State University
| Jian Liao, Pennsylvania State University
| Susan Rose, Pennsylvania State University
| Rayne Audrey Sperling, Pennsylvania State University
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
® Andrew S. Gibbons, Brigham Young University |
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Copresenter(s): |
® Elizabeth Boling, Indiana University
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Newton Buliva, |
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Noah Glaser, University of Connecticut |
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Copresenter(s): |
Ido Davidesco, University of Connecticut
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Matthew Schmidt, University of Florida |
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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
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Kathryn Ley, U Houston Clear Lake |
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Copresenter(s): |
Ruth Gannon-Cook, U Houston Clear Lake
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- 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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- 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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- 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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- 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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- 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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- 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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- 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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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 |
