Pro-Action Café, Round D - Tuesday 2:00-4:15
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- How a Pilot Study of an Instructional Strategy for Medical Diagnosis Illustrates the Need for an “Across the Aisle” Sharing and Collaboration With Other Disciplines |
| Description: |
The purpose of the essay is to challenge old ways of thinking about research in the field of learning design by illustrating how the results of one research study can and should be shared with other disciplines by appealing to a sense of moral obligation. The discussion will be based on the personal reflections and experiences of a new researcher in the field of instructional design for online learning.
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| Location: |
Georgian Room
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| Key Presenter: |
Pamela Moore, |
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- A Social Semiotics Approach to Multimedia: The Work of Gunther Kress as a Foundation for Design and Media Studies |
| Description: |
Former linguist and semiotician Gunther Kress created the Multimodal Social Semiotic Theory, which explains meaning-making process through non-linguistic modes other than written and spoken language. In this paper, the foundations of the multimodal theory of communication and its implications for the field of learning design will be discussed.
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| Location: |
Georgian Room
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| Key Presenter: |
Begum Sacak, Erikson Institute |
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- Rethinking the role of the library in an era of inquiry-based learning: Opportunities for interdisciplinary approaches |
| Description: |
(74 words) Educators are increasingly adopting inquiry-based learning to engender higher order learning outcomes. Given that an important element of inquiry-based learning is information-seeking, we argue libraries are uniquely suited to collaborate with classroom problem-based learning instructors. Despite this natural collaboration, reform efforts in education and library science are considered in isolation. This proposal presents interdisciplinary collaboration in terms of: collaborative learning spaces, open-educational resources, and the development of research skills at different stages of problem-solving.
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| Location: |
Georgian Room
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| Key Presenter: |
Andrew Tawfik, The University of Memphis |
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Copresenter(s): |
Kenneth Haggerty , University of Memphis
| Scott Vann, University of Memphis
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- Innovative Learning Design in an Online MBA Program |
| Description: |
A College of Business Administration (CoBA) at a state university is dedicated to creating competitive Online MBA to meet the needs of students, employers, and faculty. The interdisciplinary nature of the MBA allows for a variety of learning design elements to promote deep learning. Each course in the program is unique, but all courses focus on collaborative learning and a program theme based on Responsible Leadership.
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| Location: |
Georgian Room
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| Key Presenter: |
Amy Grincewicz, Kent State University |
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Copresenter(s): |
Cathy DuBois, Kent State University
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- Designing Virtuoso: A Case Study on the Interdisciplinary Development of a Multi-User Virtual Reality Intervention for Individuals with Autism |
| Description: |
The purpose of this proposal is to present an instrumental case study that describes how a design studio was able to develop a multi-user virtual reality intervention for individuals with autism. In alignment with the symposium’s theme that, “instruction is interdisciplinary and connective both in terms of research and practice” we present a case that exemplifies how a small team was able to leverage skills and expertise from many disciplines to realize design principles from the literature.
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| Location: |
Georgian Room
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| Key Presenter: |
Noah Glaser, University of Cincinnati |
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Copresenter(s): |
Matthew Schmidt, University of Cincinnati
| Carla Schmidt, University of Cincinnati
| Heath Palmer, University of Cincinnati
| Dennis Beck, University of Arkansas
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- Designing an Open Access Laboratory Methods Geoscience Textbooks:
An Interdisciplinary Design-based Research
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| Description: |
This design-based research took an interdisciplinary approach to find answers to the question: What are effective procedures to create low-cost, meaningful, and accessible textbooks for formal and informal learning of laboratory methods in geosciences? The research studied the design and development of open educational resources (OER) for geoscience lab methods classes with blended expertise from various disciplines. Data were collected and analyzed iteratively with a narrative inquiry and document analysis for recommending best practice guidelines.
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| Location: |
Georgian Room
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| Key Presenter: |
Juhong Christie Liu, James Madison University |
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Copresenter(s): |
Elizabeth Johnson, James Madison University
| Jin Mao, Wilkes University
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- Designing Master Courses that Promote Significant, Engaged Learning |
| Description: |
This chapter will explore the master course design model as a foundation for creating engaged learning experiences for both the learner and the instructor. Peters' (1983) theory of industrialization of teaching and learning along with instructional design models (i.e. backwards design and integrated course design) are the foundation for creating a quality master course that allows ample opportunities for the instructor to make the master course come to life while they are teaching.
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| Location: |
Georgian Room
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| Key Presenter: |
® Amy Grincewicz, |
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Copresenter(s): |
® Bethany Simunich, Quality Matters
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- Emotional Experience of Elementary Students in Online Computer Programming |
| Description: |
Due to the important impacts of emotions on learning process, tracking affective status of students during their online computer programming is of great significance. Elementary students should get more attentions because of the popularization of online introductory computer programming among elementary schools. This study aims to investigate what emotions elementary students experience in their online computer programming activities, which can lead to better understanding when and how instructors should provide proper and efficient interventions.
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| Location: |
Georgian Room
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| Key Presenter: |
® Tongxi Liu, University of Florida |
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Copresenter(s): |
Maya Israel, University of Florida
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- The Case for Rethinking Multimedia |
| Description: |
As educators are increasingly called upon to design and implement online instruction, most feel that current theories support layouts with minimal on-screen text. Practitioners and researchers should question those assumptions by examining recent theoretical developments in multimedia theory (Mayer & Fiorella, 2014) that should dramatically impact our assumptions. Empirical results will be presented, including new research (n=132, 4 treatments) that examined Mayer and Fiorella’s proposed boundary conditions for the redundancy effect.
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| Location: |
Georgian Room
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| Key Presenter: |
® Hal Hinderliter, Northern Illinois University |
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- The Nature of Learning in Highly Collaborative Environments |
| Description: |
Our purpose in this chapter is to explore learning in collaborative environments. First, we will synthesize scholarship concerning the form learning can take when learners are in interdisciplinary contexts, where creativity and critical thinking are required. Second, based on this review, as well as our empirical work in developing educational simulations that teach collaborative and creative activity, we will describe design principles that can inform the creation of these types of learning environments.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jason McDonald, |
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Copresenter(s): |
Jonathan Balzotti, Brigham Young University
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- Strategies for Creating Engaging Learning Communities to Inspire & Motivate Adult Learners |
| Description: |
This proposal shares strategies for creating engaging learning communities that motivate students. It addresses approaches used in the design and development of learning environments and experiences to foster faculty-to-student interactions and peer-to-peer engagement. The integration of learner analysis into the design and development of pedagogical strategies will be illustrated. It will also provide practical and innovative approaches for helping learners engage with course content, with focus on helping adult learners maximize curricular understandings through technology.
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| Location: |
Georgian Room
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| Key Presenter: |
® Dwan Robinson, Ohio University |
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Copresenter(s): |
® Tracy Robinson, Ohio University
| ® Adesola Ogundimu, Johns Hopkins University
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- Using Psychological Theories to Enhance Guided Inquiry Design |
| Description: |
Guided Inquiry Design (Kuhlthau, Maniotes, & Caspari, 2012) is an effective learning model based upon Kuhlthau's (1991) widely-recognized Information Search Process (ISP). However, after 30 years, the model could use a touch-up. I propose that psychological theories such as Self-Determination Theory (Ryan & Deci, 2017) and Flow (Csikszentmihalyi, 1990) can be incorporated into Guided Inquiry and Guided Inquiry Design to address affective and behavioral issues not addressed directly in GI or the GID.
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| Location: |
Georgian Room
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| Key Presenter: |
® Bruce DuBoff, Rutgers University |
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- “Tell me about this shoe”: object-based learning experiences for undergraduates |
| Description: |
Objects as a method of learning tends to appear in schools for the very young and in museums. In both places objects “can produce an “aha” or breakthrough perception that opens people to new understandings. Direct interaction with objects allows for visual and kinesthetic learning that can be far richer and more complex than text alone,” (Borun, 2002, p.247). This is especially true for pre-readers.
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| Location: |
Georgian Room
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| Key Presenter: |
® Caren Oberg, University of Minnesota |
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- Character-Infused Virtue Ethics and
Implications for the Design of Character Development Training
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| Description: |
The instructional designer may encounter conflicts of interest in designing products that meet the desires of the organization and the needs of the learner. The dilemma is perhaps most evident in designing character development training where multiple cultural factors intersect in the organization, the learner, and the designer. The authors present a character-infused decision-making approach to use in making ethical design choices in all instructional design, but especially in the design of character development training.
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| Location: |
Georgian Room
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| Key Presenter: |
Pamela Moore, Liberty University |
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Copresenter(s): |
Begüm Saçak, Norwestern University
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- Emotional Pathway of Becoming a Professional: Stories of Graduate Students & Recommendations for Academia |
| Description: |
Publications on graduate studies and students mainly focus on professional formation issues while overlooking emotional burden. However, the emotional burden is a strong factor in program completion. In this chapter, we will explore narratives on emotional aspects of the life of a graduate student and their becoming a professional. Narratives will be written by students and faculty of different genders, backgrounds, disciplines, and standing, raising issues of disciplinary cultures, expectations, and multifaceted pressure faced daily.
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| Location: |
Georgian Room
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| Key Presenter: |
Iryna Ashby, Purdue University |
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Copresenter(s): |
Carolina Cuesta, Purdue University
| Suzhen Duan, Purdue University
| Brantly McCord, Purdue University
| Marisa Exter, Purdue University
| Wanju Huang, Purdue University
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- Mobile Learning and Culturally-Situated Practices for Equity in Brazil |
| Description: |
The growing inequality affects education, especially in the Covid-19 pandemic. Research has shown that most students use mobile devices to study in Brazil. The objective of this study is to understand how mobile devices are used in Brazilian educational environments to improve culturally-situated learning. During a research-training in cyberculture, we propose activities in which students would narrate their perceptions about mobile learning. From these data, we list five topics to subsidize actions that promote equity.
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| Location: |
Georgian Room
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| Key Presenter: |
Vivian Martins, Federal Institute of Rio de Janeiro |
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- On the Persistence of Pages |
| Description: |
As more instruction moves online, we should examine our practices regarding the distribution of electronic texts to students. The current research posits that sharing textual documents in formats that enforce the use of pages, i.e., spatially bound non-reflowable presentations of text and graphics, is a practice that discriminates against users of assistive technologies. To explain why academia persists in using page-based representations when reflowable formats, e.g., EPUB, are readily available, genre theory is used to position PDFs as emulations of printed documents intended to maintain the prestige inherent within traditional publishing and citation practices.
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| Location: |
Georgian Room
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| Key Presenter: |
Hal Hinderliter, Northern Illinois University |
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- Transformative Learning Experiences: Bringing Learners Together to Address Equity and Social Justice Through Project-based Language learning in the Online Classroom |
| Description: |
This paper presents a case study which describes design, processes, and challenges of implementing project-based learning in an online learning environment. It examines a case in which university students from the United States and Brazil collaborated virtually on a project to address issues of literacy and representation creating a multimodal, bilingual children’s e-book that celebrates Black heroes from Brazil, the US, and Africa.
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| Location: |
Georgian Room
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| Key Presenter: |
Rachel Mamiya Hernandez, University of Hawai‘i at Manoa |
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Copresenter(s): |
Kelly Barros Santos, Universidade Federal do Recôncavo da Bahia
| Julia Vasconcelos Gonçalves Matos, Universidade Federal do Recôncavo da Bahia
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- Introverts and Problem-Based Learning in Higher Education in the United States. |
| Description: |
This study provides a thematic analysis on the importance of including persona during instruction and instructional design process. In every classroom, there are few students who identify themselves as introverts who are required to exhibit some extrovert behaviors/characteristics. Results of the review of literature indicate that introverts have negative group work experience. This study emphasizes the importance of inclusive instructional design that allow all students to be comfortably engaged during instruction regardless of their personalities.
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| Location: |
Georgian Room
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| Key Presenter: |
Sharon Ndolo, University of North Texas |
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- Forged in Fire: A Case Study of How the Class of COVID-19 Empowered Unheard Communities in the Fight for Social Justice |
| Description: |
Using social identity theory, this case study explores interactive ways to enhance inclusive learning design by enabling students to tell stories about solutions to societal problems that were exacerbated by the pandemic. Educators can create curriculum that fosters deeper understanding about inequity in our communities. Students in Florida Focus, a TV news production class, applied what they learned about social justice to newscasts that amplified diverse voices that are too often missing in mainstream media.
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| Location: |
Georgian Room
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| Key Presenter: |
Jeanette Abrahamsen, University of South Florida |
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Copresenter(s): |
Janelle Applequist, University of South Florida
| Emmanuel Maduneme, University of South Florida
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- Supporting Teachers in Designing for Intersectionality |
| Description: |
As educational researchers and instructional designers, we often attempt to create standardized solutions that will apply in all learning contexts. However, this approach often ignores the intersectionalities of students, or how their culture, language, abilities, economic background, gender, and other sociocultural factors “interact to produce oppression and privilege” (Grant & Zwier, 2011, p. 182) and affect their learning experiences in and out of school. Philip and colleagues (2019) asserted, “Teaching is, by necessity, relational and situated. It is not only a technical endeavor but also an intellectual and creative one” (p. 259). Thus, imposing “‘best’ practices has a long history of ultimately harming historically marginalized communities” (p. 257). In this chapter, we draw upon the design concept of particularity to argue for the need for teachers to both develop professional knowledge and design learning opportunities that center on learners’ intersectionalities from the outset. This approach can foster more equitable learning experiences.
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| Location: |
Georgian Room
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| Key Presenter: |
Melissa Warr, University of Louisiana |
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Copresenter(s): |
Wendy Wakefield, Northern State University
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- Formative Design and Development of a Three Dimensional Collaborative Virtual Learning Environment through Learning Experience Design Methods |
| Description: |
The purpose of this paper is to describe the formative design, development, and evaluation of a 3D collaborative virtual learning environment (3D CVLE) called the Museum of Instructional. The 3D CVLE was designed to support the classroom activities of doctoral students enrolled in an instructional design & technology program. The findings from this paper will provide insight into how formative learner-centered design processes can lead to the development of 3D learning environments.
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| Location: |
Georgian Room
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| Key Presenter: |
® Noah Glaser, University of Missouri |
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Copresenter(s): |
Elisa Shaffer, Old Dominion University
| Mohan Yang, Old Dominion University
| Dana Al Zoubi, Iowa State University
| ® Yvonne Earnshaw, University of Alabama at Birmingham
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- How a Novice Instructional Designer Embraced Design Thinking Mindset Through a Learning Design Course |
| Description: |
Having a design thinking mindset is crucial to instructional designers’ success. Using the collaborative autoethnography method, this proposal investigated how a student developed a design thinking mindset in a learning design course. The preliminary analysis suggested that the student incorporated design thinking to create the learning module and transformed herself from a novice designer to a designer who understood and embraced a design thinking mindset purposefully and intentionally throughout the course.
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| Location: |
Georgian Room
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| Key Presenter: |
® Jing Song, Purdue University |
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Copresenter(s): |
Wanju Huang, Purdue University
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- Profound Learning for Formative Learning Design and Educational Technology |
| Description: |
Profound Learning (PL) is put forward as a potential partner in the formative design process to advance design thinking (mutually) and community building. In this proposal, PL is defined alongside its components. Because PL is associated with depth, intentionality, authenticity, and, perhaps most of all, the formative nature of learning, it is particularly well-suited to this collaboration. Current research, which can inform the upcoming dialogue is described.
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| Location: |
Georgian Room
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| Key Presenter: |
® Ali Carr-Chellman, University of Dayton |
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Copresenter(s): |
® Davin Carr-Chellman, University of Dayton
| Corinne Brion, University of Dayton
| Michael Kroth, University of Idaho
| Carol Rogers Shaw, University of Dayton
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- Emergent Formative Roles in an Interdisciplinary, Multi-institutional Research Project: A Collaborative Autoethnography |
| Description: |
This collaborative autoethnography includes individual and collaborative reflections on our experience in an interdisciplinary multi-institutional project as we balanced our original role as educational researchers and our emergent formative role as instructional designers in an effort to guide the larger team towards competency-based education. The reflective process of writing this chapter is helping us gain better understanding of how our multiple identities impact this work and how this work changes our perception of our identities.
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| Location: |
Georgian Room
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| Key Presenter: |
® Deepti Tagare, Purdue University |
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Copresenter(s): |
® Marisa Exter, Purdue University
| Iryna Ashby, Purdue University
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- The Multipurpose Practicum: Feeding a Hunger for Justice via a Mainstream Academic Requirement |
| Description: |
A summer practicum experience was designed to meet the academic goals and requirements of an LDT-focused graduate program, while simultaneously centering a social justice issue in the local community. Three students worked to learn about food insecurity in their college town and create an online hub to address immediate hunger needs, provide public education on the topic, and elicit support among community members not vulnerable to food insecurity, and do it in a non-stigmatizing way.
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| Location: |
Georgian Room
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| Key Presenter: |
® Amy Bradshaw, University of Oklahoma |
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D1- Building a Holistic Design Identity Through Integrated Studio Education |
| Description: |
Design education has quickly evolved from product- to interaction-focused outcomes. As the technical skills needed for success become increasingly unstable, a holistic means of instruction is needed to prepare students for the realities of practice. In this proposal, we describe the creation of a novel user experience (UX) design program that focuses on learning strands that weave throughout a studio-based program, rather than relying upon content-delineated coursework, allowing students to build a flexible design identity.
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| Location: |
Georgian Room
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| Key Presenter: |
Colin M. Gray, Purdue University |
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Copresenter(s): |
Paul Parsons, Purdue University
| Austin L. Toombs, Purdue University
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D2- Digital Storytelling in ESL Reading Classrooms: Tasks that go beyond language learning |
| Description: |
This chapter introduces how digital storytelling tasks can be applied in English as a Second Language (ESL) classrooms to enhance literacy learning. The output tasks leading to digital story production can (a) promote reading and writing practices, (b) develop critical thinking skills (e.g., summarizing and synthesizing), and (c) provide technology education (e.g., video editing and production), thereby promoting higher-order thinking and digital literacy skills in addition to content learning.
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| Location: |
Georgian Room
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| Key Presenter: |
Shizhong Zhang, University of Central Florida |
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Copresenter(s): |
Ying Xiong, University of Central Florida
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D3- Business Students Meet the Real World: Creative Problem-Solving Via a Complex Role-Playing Simulation |
| Description: |
Business school students (650+) from 40+ nations have participated in a complex, real-world, student-led simulation to solve the critical problem of acid mine drainage across South Africa. We provide teams’ role descriptions, a 4-day flow chart, and summaries of student insights across various topics. We supply details about the design aspects of the course. Outcomes include student self-awareness of their creativity and problem-solving capabilities, negotiation and team leadership skills, and new creativity techniques they applied.
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| Location: |
Georgian Room
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| Key Presenter: |
Dennis Cheek, IESEG School of Management |
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Copresenter(s): |
Kim Cheek, University of North Florida
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D4- Incorporating Mindful and Motivational Regulation Strategies into Online Learning |
| Description: |
There is convincing data that, in adults, mindfulness improves health and well-being. Neuroscience offers insights into how and why mindfulness training may offer such support. Research on the neurobiology of mindfulness in adults suggests that sustained mindfulness practice can enhance attentional and emotional self-regulation. In self-regulated learning, the regulation of motivation is often necessary. This article applies the existing research on mindfulness and motivational regulation strategies to online courses to improve the learning experience.
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| Location: |
Georgian Room
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| Key Presenter: |
Amy Grincewicz, Kent State University |
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D5- Developing cross-cutting competencies for a transdisciplinary world: An extension of Bloom’s Taxonomy |
| Description: |
This paper presents an adaptation of Bloom’s Taxonomy and a framework for facilitating the development of cross-cutting competence rather than discipline- or content-specific competence that will prepare well-rounded professionals. The extended Bloom’s taxonomy and competency framework was developed for a transdisciplinary undergraduate degree program, but could be used or adapted for the needs of other programs. An overview of our design process and examples of competency language will be provided in the final paper.
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| Location: |
Georgian Room
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| Key Presenter: |
Iryna Ashby, Purdue University |
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Copresenter(s): |
Marisa Exter, Purdue University
| Deena Varner, Purdue University
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D6- Mentorship through Critique: A Case Study |
| Description: |
Studio pedagogy incorporates critique cycles to provide feedback to students. Critique may be viewed as divisive to the student-instructor relationship, we believe it could be used to foster important skills and attitudes. Critique can build mentoring relationships that are vital to students entering the professional world. We present a phenomenological case study of a female student in a university who received mentoring through feedback in ways that built her confidence in her professional skills.
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| Location: |
Georgian Room
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| Key Presenter: |
Esther Michela, Brigham Young University |
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Copresenter(s): |
Jason McDonald, Brigham Young University
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