Journal of formative design in learning最新文献

Use of QR Codes to Enhance Learning in a Graduate-Level Clinical Course 使用 QR 码提高研究生临床课程的学习效果

IF 1.5

Journal of formative design in learning Pub Date : 2024-09-12 DOI: 10.1007/s41686-024-00092-0

Carey Minard

引用次数: 0

Improving Students’ Nutritional Knowledge and Conceptual Understanding: An Online Course Design Supported by Videos and Images 提高学生的营养知识和概念理解能力：以视频和图片为支持的在线课程设计

IF 1.5

Journal of formative design in learning Pub Date : 2024-03-08 DOI: 10.1007/s41686-024-00087-x

Nilay Korkmaz, Handan Ürek, Gamze Dolu

{"title":"Improving Students’ Nutritional Knowledge and Conceptual Understanding: An Online Course Design Supported by Videos and Images","authors":"Nilay Korkmaz, Handan Ürek, Gamze Dolu","doi":"10.1007/s41686-024-00087-x","DOIUrl":"https://doi.org/10.1007/s41686-024-00087-x","url":null,"abstract":"This study aimed to determine the effect of an online course design supported by videos and images on students’ nutritional knowledge and conceptual understanding of the subject of eggs. The study was carried out with 20 second-year students studying in the associate degree program of a state university located in the west of Turkey. The single group pre- and post-test quasi-experimental design was used in the study. The data were collected with the “Nutritional Knowledge Scale” and “Conceptual Understanding Test” and analyzed using content analysis and SPSS 26.0. According to the results, the paired samples t-test showed a statistically significant increase in the nutritional knowledge of the students. In addition, the comparisons made with the Wilcoxon signed rank test demonstrated a significant improvement in the conceptual understanding levels of the students for four of the five items in the conceptual understanding test. It is expected that the results obtained from this study, which was carried out within the scope of online education, will constitute a source for online teaching process and contribute to future research on this subject.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"263 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140071023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a Guideline Under Didactical Aspects for the Use of Immersive Virtual Learning Environments 制定使用沉浸式虚拟学习环境的教学指导原则

IF 1.5

Journal of formative design in learning Pub Date : 2023-12-15 DOI: 10.1007/s41686-023-00085-5

Amelie Karcher, Dominik Arnold, Bernd Kuhlenkötter

{"title":"Development of a Guideline Under Didactical Aspects for the Use of Immersive Virtual Learning Environments","authors":"Amelie Karcher, Dominik Arnold, Bernd Kuhlenkötter","doi":"10.1007/s41686-023-00085-5","DOIUrl":"https://doi.org/10.1007/s41686-023-00085-5","url":null,"abstract":"Quality methods are classically applied in productive and administrative business areas as well as in the context of qualification measures. This paper presents the development of a didactic guide for the use of immersive virtual learning environments, which focuses on the training of quality methods. The guide is an element of the design phase of the assisted reality implementation model (ARIM), which was developed as a unified approach for the creation, training and subsequent evaluation of quality methods using augmented and virtual reality (VR) glasses. Thereby, the didactic guideline is also methodically derived from the ARIM and transferred to a realized virtual learning environment. The guideline is intended to address the handling of necessary hardware, appropriate safety and hygiene precautions and finding one’s way around the virtual learning environment. It thus serves as learning material for trainers and trainees alike. The following section explains in detail how the concrete guideline for self-directed training with VR should look and which specific requirements have to be taken into account. The aspects explained up to this point describe the structure of this article. In addition, an initial evaluation was conducted, which will be first explained with a description of the procedure and concluded with the presentation of the results. A brief conclusion is provided at the end.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"6 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bridging the Industry–Academia Gap: An Experiential Learning for Engineering Students 弥合产学研差距:工程专业学生的体验式学习

IF 1.5

Journal of formative design in learning Pub Date : 2023-12-06 DOI: 10.1007/s41686-023-00086-4

Gummaluri Venkata Surya Subrahmanya Sharma, Annepu Lakshumu Naidu, Korada Santa Rao, Bade Venkata Suresh, Pankaj Kumar, Yegireddi Shireesha, Kambala Simhadri, Sasidhar Gurugubelli, Bappa Mondal, Uppada Sudhakar, Prashant Kumar Choudhary, Gopa Dinesh Reddy, Gorti Janardhan, Kattela Siva Prasad, Chintada Vinod Babu, Sajja Ravi Babu, Seela Chiranjeeva Rao, Puvvada Naga Lakshmi Pavani, Matta Vykunta Rao, Thappali Rajendran Vijaybabu, Meesala Srinivasa Rao, Velamala Rambabu, Gnanasekaran Sasikumar, Chilamkurti Lakshmi Venkata Ranga Sobhanachala Vara Prasad

{"title":"Bridging the Industry–Academia Gap: An Experiential Learning for Engineering Students","authors":"Gummaluri Venkata Surya Subrahmanya Sharma, Annepu Lakshumu Naidu, Korada Santa Rao, Bade Venkata Suresh, Pankaj Kumar, Yegireddi Shireesha, Kambala Simhadri, Sasidhar Gurugubelli, Bappa Mondal, Uppada Sudhakar, Prashant Kumar Choudhary, Gopa Dinesh Reddy, Gorti Janardhan, Kattela Siva Prasad, Chintada Vinod Babu, Sajja Ravi Babu, Seela Chiranjeeva Rao, Puvvada Naga Lakshmi Pavani, Matta Vykunta Rao, Thappali Rajendran Vijaybabu, Meesala Srinivasa Rao, Velamala Rambabu, Gnanasekaran Sasikumar, Chilamkurti Lakshmi Venkata Ranga Sobhanachala Vara Prasad","doi":"10.1007/s41686-023-00086-4","DOIUrl":"https://doi.org/10.1007/s41686-023-00086-4","url":null,"abstract":"This work epitomizes an innovative application of industrial FMEA (failure modes and effects analysis) into the educational context through an experiential co-curricular activity as an engineering learning mechanism. Students were sensitized regarding the FMEA procedure and were asked to divide into teams for constructing the FMEA worksheets on the given problem statements as a part of the activity comprising the competitive usage of the concept. The students allocated values to the severity, occurrence and detection rankings. These rankings were on the higher side which indicated a more vigilant approach towards the pre-defined problem statements. The experiential co-curricular activities like constructing the FMEA worksheet is first-of-its kind as an industrial applicatory tool which is applied for the benefit of students of mechanical engineering. The multitude of benefits which this formative mode of learning offers is discussed at length. This activity shall provide an experience of the industry-way-of-approach to the student which in-turn shall make the student more employable by making them industry-ready thereby expecting to reduce the industry-academia gap.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"7 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Faculty in Action: Researching a Community of Practice Approach to Institutional Learning Outcomes Assessment 教师在行动:研究机构学习成果评估的实践社区方法

IF 1.5

Journal of formative design in learning Pub Date : 2023-12-04 DOI: 10.1007/s41686-023-00084-6

Carolyn Hoessler, Alana Hoare, Lorry-Ann Austin, Harshita Dhiman, Sarah Gibson, Crystal Huscroft, Blair McDonald, Leanne Mihalicz, Jamie Noakes, Robin Reid

{"title":"Faculty in Action: Researching a Community of Practice Approach to Institutional Learning Outcomes Assessment","authors":"Carolyn Hoessler, Alana Hoare, Lorry-Ann Austin, Harshita Dhiman, Sarah Gibson, Crystal Huscroft, Blair McDonald, Leanne Mihalicz, Jamie Noakes, Robin Reid","doi":"10.1007/s41686-023-00084-6","DOIUrl":"https://doi.org/10.1007/s41686-023-00084-6","url":null,"abstract":"Increasingly, postsecondary education institutions are articulating institutional learning outcomes that define core competencies and evidence student learning to justify their value; however, concerns have arisen due to lack of authenticity, faculty autonomy, and representation of diverse disciplinary perspectives and worldviews (Lucas in Policy and Society 33(3):215–224, 2014). To actively engage faculty in co-designing institutional rubrics and learning outcomes assessment, we designed an action research project with the goal of examining and improving assessment practices related to institutional learning outcomes. The project is now in its fourth action research cycle; this paper describes the first two years of trialing a faculty-led community of practice approach to course-embedded assessment we call Strategic Assessment of Institutional Learning. We further describe the landscape of institutional learning outcomes assessment, two iterative cycles of action research, and seven themes that surfaced during the project. These seven themes informed the direction of learning outcomes assessment at our university: 1) student informed consent, 2) trust and community, 3) assignment selection, 4) rubric clarity and disciplinary variation, 5) framing the degree of student achievement, 6) implications for course redesign, and 7) faculty motivation.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"24 8","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Design and Effects of Educational Data Science Workshops for Early Career Researchers 面向早期职业研究人员的教育数据科学研讨会的设计和效果

IF 1.5

Journal of formative design in learning Pub Date : 2023-11-21 DOI: 10.1007/s41686-023-00083-7

K. Bret Staudt Willet, Joshua M. Rosenberg

{"title":"The Design and Effects of Educational Data Science Workshops for Early Career Researchers","authors":"K. Bret Staudt Willet, Joshua M. Rosenberg","doi":"10.1007/s41686-023-00083-7","DOIUrl":"https://doi.org/10.1007/s41686-023-00083-7","url":null,"abstract":"We report on the design, development, implementation, research, and iteration of two educational data science (EDS) workshops focused on using R and RStudio for 44 doctoral students with limited and varied EDS backgrounds. Through qualitative and quantitative analysis of pre- and post-workshop surveys, we found that participants in EDS workshops are concerned and even fearful, yet possess relevant assets that come from a wide range of background experiences. Pedagogical factors—including being patient amidst errors, coding collaboratively, and explaining technical concepts in an accessible and rigorous manner—were strengths of the workshops, while the need for more time was a key possible improvement. Furthermore, participants’ self-reported confidence grew from before to after the workshop. Based on our initial design, revisions, and research findings, we describe five formative design guidelines for educational data science workshops that address doctoral students’ goals and needs. In total, this work implies that well-designed workshops and short courses can offer opportunities for a wide range of educational researchers to extend their expertise with newer methods to carry out impactful work—in turn shaping the emerging EDS field.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"25 6","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices 形成性使用评估促进自主学习:教师观念与课堂评估实践的一致性

Journal of formative design in learning Pub Date : 2023-11-09 DOI: 10.1007/s41686-023-00082-8

Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis, Tamara van Schilt-Mol

{"title":"Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices","authors":"Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis, Tamara van Schilt-Mol","doi":"10.1007/s41686-023-00082-8","DOIUrl":"https://doi.org/10.1007/s41686-023-00082-8","url":null,"abstract":"Abstract This study investigates the pivotal role of self-regulated learning in higher education and explores to what extent teachers’ conceptions of formative assessment influence the development of students’ self-regulated learning skills. Despite the recognised significance of self-regulated learning, many students in higher education lack effective self-regulation strategies. Therefore, the teachers’ role is paramount. We investigated teachers’ beliefs and practices concerning assessment and the influence on self-regulated learning development through qualitative interviews with 16 teachers from different programmes. Findings reveal that teachers, influenced by their conceptions, strive to provide feedback primarily at the task and process levels, not adequately addressing the self-regulation level. While teachers acknowledge the importance of fostering self-regulated learning when inquired, their classroom practices lack a focus on the self-regulation level, often assuming students acquired the necessary skills from previous education. The study underscores a misalignment between teachers’ recognition of the importance of self-regulation learning and their actual practices. Recommendations emphasise the necessity of raising awareness among teachers about the important role of feedback in enhancing students’ self-regulation, addressing the current gap in educational support. Future research should explore how to bridge this awareness-practice gap and create an environment conducive to the development of self-regulated learning.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":" 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135290777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Formative Assessment in Educational Research Published at the Beginning of the New Millennium: Bibliometric Analysis 新千年之初教育研究中的形成性评价:文献计量分析

Journal of formative design in learning Pub Date : 2023-11-06 DOI: 10.1007/s41686-023-00081-9

Ataman Karaçöp, Tufan İnaltekin

引用次数: 0

Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers? 设计形成性评估以改善教与学:从经验丰富的教师的设计故事中学到什么?

Journal of formative design in learning Pub Date : 2023-10-17 DOI: 10.1007/s41686-023-00080-w

Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desirée Joosten-ten Brinke

{"title":"Designing Formative Assessment That Improves Teaching and Learning: What Can Be Learned from the Design Stories of Experienced Teachers?","authors":"Janneke van der Steen, Tamara van Schilt-Mol, Cees van der Vleuten, Desirée Joosten-ten Brinke","doi":"10.1007/s41686-023-00080-w","DOIUrl":"https://doi.org/10.1007/s41686-023-00080-w","url":null,"abstract":"Abstract This article reports on findings of a qualitative study that investigated the difficulties teachers encounter while designing formative assessment plans and the strategies experienced teachers use to avoid those pitfalls. The pitfalls were identified through an analysis of formative assessment plans that searched for potential threats to alignment, decision-driven data collection, and room for adjustment and improvement. The main pitfalls in the design process occurred when teachers did not explicitly and coherently link all elements of their formative assessment plan or when they did not plan to effectively use information about student learning to improve teaching and learning. Through interviews with experienced teachers, we identified seven design strategies they used to design formative assessment plans that were aligned, consisted of decision-driven data collection, and left room for adjustment and improvement. However, these experienced teachers still encountered difficulties in determining how to formulate the right decisions for decision-driven data collection and how to provide students with enough room for improvement. Lessons learned from the design strategies of these experienced teachers are incorporated in design steps for formative assessment plans all teachers can use.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135945098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Use of Open Badges for Student Instructor Training: An Evaluation Case Study 开放徽章在学生指导员培训中的使用:一个评估案例研究

Journal of formative design in learning Pub Date : 2023-09-27 DOI: 10.1007/s41686-023-00078-4

Jiahui Zhang, Richard E. West

引用次数: 0