Journal of formative design in learning最新文献_第2页

A Systematic Mapping Study of Place- and Land-Based Learning with Indigenous Populations in K-12 STEM Education K-12 STEM教育中土著居民基于地点和土地的学习的系统映射研究

IF 1.5

Journal of formative design in learning Pub Date : 2023-08-29 DOI: 10.1007/s41686-023-00079-3

S. Stansberry, Sarah B. McDowell, T. Ivey, Stephanie J. Hathcock, Juliana Utley, K. Gardner-Vandy, Angela Just

引用次数: 0

Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development. PHoENIX项目的学习体验设计：解决扩展现实设计和开发中缺乏自闭症表现的问题。

Journal of formative design in learning Pub Date : 2023-05-18 DOI: 10.1007/s41686-023-00077-5

Matthew Martin Schmidt, Minyoung Lee, Marc-Sonley Francois, Jie Lu, Rui Huang, Li Cheng, Yueqi Weng

{"title":"Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development.","authors":"Matthew Martin Schmidt, Minyoung Lee, Marc-Sonley Francois, Jie Lu, Rui Huang, Li Cheng, Yueqi Weng","doi":"10.1007/s41686-023-00077-5","DOIUrl":"10.1007/s41686-023-00077-5","url":null,"abstract":"This paper presents Project PHoENIX, which stands for Participatory, Human-centered, Equitable, Neurodiverse, Inclusive, eXtended reality. The project aims to co-produce research with autistic users to create a virtual reality (VR) environment that is highly usable, accessible, and sensitive to the needs and preferences of these individuals. Project PHoENIX utilizes participatory design within a learning experience design (LXD) frame to locate autistic people, their caregivers, and providers centrally in the processes of immersive technology design and development, as well as research design and execution. An overarching literature review on VR and autism and issues of limited design precedent of VR environments with autistic participants is provided, as well as details on the Project PHoENIX design framework, project description, and project design outcomes. Details are provided on how the online VR environment was co-designed and co-developed through collaborative research with autistic stakeholders while being sensitive to their needs and preferences. Research findings and implications are discussed regarding the design process, constraints, principles, and insights. The paper concludes by discussing lessons learned and how this project can provide much-needed design precedent for advancing the field towards a more inclusive, human-centered, and neurodiverse VR research and development paradigms.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":" ","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10195660/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9769880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Forming a Unique Partnership Between a University's Educational Leadership Master's Degree Program and Its Surrounding School Districts Using the Five Whys Protocol. 利用“五个为什么”协议，在大学教育领导力硕士学位课程及其周边学区之间建立独特的合作伙伴关系。

Journal of formative design in learning Pub Date : 2023-05-08 DOI: 10.1007/s41686-023-00076-6

Maureen Ungarean, Krista Bixler, Keiana Desmore

{"title":"Forming a Unique Partnership Between a University's Educational Leadership Master's Degree Program and Its Surrounding School Districts Using the Five Whys Protocol.","authors":"Maureen Ungarean, Krista Bixler, Keiana Desmore","doi":"10.1007/s41686-023-00076-6","DOIUrl":"10.1007/s41686-023-00076-6","url":null,"abstract":"In 2019, program leaders and professors in the university's educational leadership program noticed a significant decline in enrollment, and state leadership test scores for the program were below the state average. Using the Five Whys protocol and five stages of the design thinking process as identified by IDEO (Brown & Katz, 2019), they set to resolve the issues. The Five Whys protocol is an iterative and formative interrogative technique used to explore cause-and-effect relationships. As noted by Serrat (2017), the primary goal of the technique is to determine the root cause of a problem by repeating the question up to five times. Each response informed the foundation for the next iteration and allowed the group to settle on the root cause of the problem. Then, design thinking was used to provide a solution-based approach to resolving the problems noted. Program leaders began by forming a stakeholder workgroup that included school district leadership development professionals from each of the university's surrounding districts. Program leaders used district leader input to understand what skills school districts needed in graduates of the university program and considered possible program changes to address the problems noted. The result of the year-long process was a program transformation, with increased enrollment and improved state assessment scores, to a widely accepted and successful master's degree program that is supported by all districts served by the university.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":" ","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10166041/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Collaborative Board Game as an Assessment Environment to Evaluate Teacher’s Pedagogical Design Thinking for Technology Integration 协同棋盘游戏作为评估教师技术整合教学设计思维的评估环境

IF 1.5

Journal of formative design in learning Pub Date : 2023-03-06 DOI: 10.1007/s41686-023-00075-7

Beomkyu Choi

引用次数: 1

Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education. 培养中学生的历史思维：佛兰德历史教育的设计研究。

Journal of formative design in learning Pub Date : 2023-02-27 DOI: 10.1007/s41686-023-00074-8

Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse

{"title":"Fostering Secondary Students' Historical Thinking: A Design Study in Flemish History Education.","authors":"Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse","doi":"10.1007/s41686-023-00074-8","DOIUrl":"10.1007/s41686-023-00074-8","url":null,"abstract":"A recent curriculum reform in Flanders (Belgium) has introduced historical thinking as a central goal for history education. Historical thinking aims to introduce students to the methods of historians and disciplinary ways of thinking. It is a complex act, requiring the application of substantive and second-order knowledge, and is difficult to foster among students. International (intervention) research has provided several guidelines for the design of instructional practices that are effective in promoting specific aspects of students' historical thinking. However, these studies do not approach historical thinking in a holistic manner, are often vague about how general design principles were adapted to history education, and rarely report on whether the designed curricula were considered relevant and useful by teachers. Taking into account the many difficulties that teachers encounter in designing practices aimed at historical thinking, this design research aims to gain more insight into the design of instructional practices that are both effective in fostering historical thinking in a holistic manner and that are considered socially valid by teachers. The designed artifact is a 12- to 14-h lesson series on the theme \"decolonization after 1945,\" for students in the 12th grade. It applies the model of cognitive apprenticeship's (Collins et al., 1991) general design principles to the specific context of history and approaches historical thinking in a holistic manner. The initial lesson series was evaluated and revised in two rounds based on a pilot study, an expert review and an intervention study.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":" ","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9970131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9689343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Teaching of Collaborative Creativity, a Methodological Approach to Designing the Environment 协同创新教学是环境设计的一种方法论方法

IF 1.5

Journal of formative design in learning Pub Date : 2023-01-31 DOI: 10.1007/s41686-022-00073-1

Jesús Peralta Hernández, Felipe Tirado Segura

引用次数: 1

Formative Design and Development of a Three-Dimensional Collaborative Virtual Learning Environment Through Learning Experience Design Methods 学习体验设计方法构建三维协同虚拟学习环境

IF 1.5

Journal of formative design in learning Pub Date : 2022-11-29 DOI: 10.1007/s41686-022-00072-2

Noah J. Glaser, Dana Alzoubi, Yvonne Earnshaw, Elisa L. Shaffer, Mohan Yang

引用次数: 3

A Heuristic Assessment Framework for the Design of Self-Regulated Learning Technologies 自主学习技术设计的启发式评估框架

IF 1.5

Journal of formative design in learning Pub Date : 2022-09-23 DOI: 10.1007/s41686-022-00070-4

Rod D. Roscoe, Scotty D. Craig

引用次数: 4

This School is Made for Students: Students’ Perspectives on PBL 这所学校是为学生而建的:学生对PBL的看法

IF 1.5

Journal of formative design in learning Pub Date : 2022-06-01 DOI: 10.1007/s41686-022-00066-0

N. Turcotte, Melissa Rodriguez-Meehan, M. Stork

引用次数: 2

Prepare for Success: Designing a Digital Badge Program with a School–University Partnership 为成功做好准备:设计一个与学校和大学合作的数字徽章项目

IF 1.5

Journal of formative design in learning Pub Date : 2022-04-19 DOI: 10.1007/s41686-022-00065-1

Michele Garabedian Stork, Nate Turcotte, Melissa Rizzuto, Charles Xiaoxue Wang, Melissa Rodriguez Meehan

{"title":"Prepare for Success: Designing a Digital Badge Program with a School–University Partnership","authors":"Michele Garabedian Stork, Nate Turcotte, Melissa Rizzuto, Charles Xiaoxue Wang, Melissa Rodriguez Meehan","doi":"10.1007/s41686-022-00065-1","DOIUrl":"https://doi.org/10.1007/s41686-022-00065-1","url":null,"abstract":"In higher education, digital badging programs can supplement a student's degree by helping them connect their experiences on-campus to those outside of the classroom, encouraging them to think and apply the knowledge they gain from their college or university to real-world situations. This article discusses the perceptions of participants in a pilot digital badge program to identify important milestones, collaborative efforts, and barriers believed to be instrumental in designing a successful digital badge initiative through a school–university partnership. The purpose of this exploratory case study was to understand how students and members of a school–university partnership perceived the use of an earned digital badge to embrace the legitimacy of instructional technology competencies that can be used as career currency. Data collection included student and partner interviews, badge assessment results, and meeting documentation. Results of the study were framed using Rogers’ (2003) innovation diffusion theory to identify the critical characteristics of the pilot digital badge initiative through a school–university partnership. Results found that relevance to professional opportunities, value to stakeholders, and sustainability plans contributed to relative advantage, compatibility, trialability, and observability. Additionally, results found communication and timing contributed to complexity barriers. Results of the current study will be used to further develop a successful digital badge initiative through an ongoing school–university partnership.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"50 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537571","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