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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- 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 |
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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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- 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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- 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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- 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 |
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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 |
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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
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- 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.
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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): |
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
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jamie Bernhardt, Georgia State University |
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
® Marisa Exter, Purdue University |
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Copresenter(s): |
® Iryna Ashby, Purdue University
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
® Angelica Pazurek, University of Minnesota |
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Colin M. Gray, Purdue University |
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Copresenter(s): |
Abbee Westbrook, Purdue University
| Rua M. Williams, Purdue University
| Paul Parsons, Purdue University
| Austin L. Toombs, Purdue University
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- 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.
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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
| Yeonju Tak, Chonnam National University
| Seo-bin Jo, Chonnam National University
| Da-eun Kim, Chonnam National University
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- 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.
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| Location: |
Georgian Room
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| Key Presenter: |
Ahmed Lachheb, University of Michigan |
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Copresenter(s): |
Rebecca Quintana, University of Michigan
| Ji Hyun Yu, University of Michigan
| Astrid Zamora, University of Michigan
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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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- 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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- 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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- 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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- 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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- 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 |
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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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- 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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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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