Journal of formative design in learning最新文献_第3页

Co-designing MOOCs with CoDe-Graph 与CoDe-Graph共同设计mooc

IF 1.5

Journal of formative design in learning Pub Date : 2022-02-28 DOI: 10.1007/s41686-022-00064-2

Allison L. G. Kolling, Armin Weinberger, Helmut Niegemann

引用次数: 0

Faculty Success Initiative: An Innovative Approach to Professional Faculty Onboarding and Development. 教师成功倡议:专业教师入职和发展的创新途径。

Journal of formative design in learning Pub Date : 2022-01-01 DOI: 10.1007/s41686-022-00069-x

Negar Farakish, Todd Cherches, SiYun Zou

{"title":"Faculty Success Initiative: An Innovative Approach to Professional Faculty Onboarding and Development.","authors":"Negar Farakish, Todd Cherches, SiYun Zou","doi":"10.1007/s41686-022-00069-x","DOIUrl":"https://doi.org/10.1007/s41686-022-00069-x","url":null,"abstract":"Higher education institutions have been increasingly dependent on adjunct faculty to provide instruction at undergraduate and graduate levels. At professional schools, most faculty begin teaching graduate courses with limited to no formal training or teaching experience as industry expertise is the primary requirement for employment. Despite the availability of ample pedagogical resources to advance teaching, these faculty require additional support during their induction into academia. This paper describes the design and operationalization of the New York University Faculty Success Initiative (FSI), an innovative, semi-structured, faculty-centered onboarding and professional development program that provides quality, longer term preparation to new faculty throughout their first semester of instruction to increase their teaching effectiveness and their sense of connection to their academic unit. An analysis of multiple qualitative and quantitative data sources indicates that FSI led to an increase in teaching effectiveness and played a significant role in transitioning professional faculty from practitioners to educators.Supplementary information: The online version contains supplementary material available at 10.1007/s41686-022-00069-x.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"6 2","pages":"113-126"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9321297/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9140382","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

Design Judgments in the Creation of eLearning Modules. 电子学习模块创建中的设计判断。

Journal of formative design in learning Pub Date : 2022-01-01 DOI: 10.1007/s41686-022-00063-3

Tadd Farmer, Adrie Koehler

{"title":"Design Judgments in the Creation of eLearning Modules.","authors":"Tadd Farmer, Adrie Koehler","doi":"10.1007/s41686-022-00063-3","DOIUrl":"https://doi.org/10.1007/s41686-022-00063-3","url":null,"abstract":"As eLearning becomes an increasingly common strategy to minimize instructional disruptions caused by illness, weather, professional development, and other planned and unplanned events, teachers need to gain the knowledge and skills necessary to design and facilitate these non-traditional learning experiences. Informed by survey and interview data, we developed three learning modules designed to assist PK-12 teachers in preparing, planning, and facilitating eLearning experiences. In describing this design process, we focus this case on design judgments, described here as the deliberate and unconscious thinking processes experienced by designers in the design and development of learning experiences. Through this experience, we found that design judgments occur constantly throughout the design process and manifest themselves in non-linear and sometimes unpredictable ways. With this focus on design judgments, we aim to provide a view of instructional design that can sensitize designers to the complexities of authentic design experience.Supplementary information: The online version contains supplementary material available at 10.1007/s41686-022-00063-3.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"6 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8791083/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10435227","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

Designing a Framework to Facilitate Metacognitive Strategy Development in Computer-Mediated Problem-Solving Instruction. 设计一个促进计算机介导的问题解决教学中元认知策略发展的框架。

Journal of formative design in learning Pub Date : 2022-01-01 DOI: 10.1007/s41686-022-00068-y

Qing Zhang, Barbara B Lockee

{"title":"Designing a Framework to Facilitate Metacognitive Strategy Development in Computer-Mediated Problem-Solving Instruction.","authors":"Qing Zhang, Barbara B Lockee","doi":"10.1007/s41686-022-00068-y","DOIUrl":"https://doi.org/10.1007/s41686-022-00068-y","url":null,"abstract":"Metacognition is a key component of ill-structured problem solving. As such, there is a need for instructional design guidance for metacognitive skill development. This study addressed this need through the creation of a computer-based interactive content design framework to guide the design of metacognitive scaffolds for ill-structured problem-solving instruction. It utilized a type II design and development research approach and formative design principles to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature and evaluated by experts in related fields. Key components of the framework include metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructors, course developers, and other key stakeholders could follow the guidelines proposed in this framework to create metacognitive-based ill-structured problem-solving instruction using e-Learning authoring tools. This study bridges the gap between theory and practice, as well as adds to literature in media research with focusing on utilizing various media types to create effective learning materials.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"6 2","pages":"127-143"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9341404/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10447000","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

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method. 基于预测-观察-解释(POE)方法的交互式电子书设计、开发与评价。

Journal of formative design in learning Pub Date : 2022-01-01 DOI: 10.1007/s41686-022-00071-3

Nazmiye Çırakoğlu, Seyhan Eryılmaz Toksoy, İlknur Reisoğlu

{"title":"Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method.","authors":"Nazmiye Çırakoğlu, Seyhan Eryılmaz Toksoy, İlknur Reisoğlu","doi":"10.1007/s41686-022-00071-3","DOIUrl":"https://doi.org/10.1007/s41686-022-00071-3","url":null,"abstract":"Teaching materials can increase efficiency in learning environments. One type of materials with proven effectiveness is interactive e-books. Interactive e-books based on certain learning strategies are known to be more effective. This study focuses on analyzing, designing, developing, and evaluating an interactive e-book based on the predict-observe-explain method. The design-based research method is adopted in the study. Firstly, two physics education experts, four instructional technology field experts, and ten physics teachers were consulted about the developed interactive e-book. The pilot study with 20 high school students involved non-participant observations. Two physics education experts and four instructional technology field experts graded the developed e-book based on interactive e-book evaluation criteria. The second phase involved the determination of the platform where the interactive e-book would be developed as well as the software and tools to be used for creating multimedia materials. In the third phase, within the scope of the predict-observe-explain method, the kinds of multimedia materials and activities to be included in the e-book were designed with a physics education expert and an instructional technology expert. The interactive e-book was prepared in accordance with the target audience and subject, and design arrangements were made considering the recommendations given. The study can contribute to designers on key points to consider when creating the content of interactive e-books to be developed based on a learning method and designing and developing materials such as video, audio, and animation to be included in them. Furthermore, it can guide designers through principles and rules to be considered in designing the materials contained in interactive e-books.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":"6 2","pages":"95-112"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9645743/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10814201","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

Using Design Thinking and Formative Assessment to Create an Experience Economy in Online Classrooms 运用设计思维和形成性评价在网络课堂中创造体验经济

IF 1.5

Journal of formative design in learning Pub Date : 2021-11-29 DOI: 10.1007/s41686-021-00059-5

Glenda A. Gunter, Robert F. Kenny

引用次数: 2

Exploring the Differences Between Experts and Novices on Inquiry-Based Learning Cases 探究专家与新手在探究性学习案例上的差异

IF 1.5

Journal of formative design in learning Pub Date : 2021-11-29 DOI: 10.1007/s41686-021-00062-w

A. Tawfik, J. Gatewood, J. Gish-Lieberman, C. W. Keene

引用次数: 0

Faculty Development: Reaching Every College Student with Universal Design for Learning 师资发展：用通用的学习设计惠及每一位大学生

IF 1.5

Journal of formative design in learning Pub Date : 2021-10-28 DOI: 10.1007/s41686-021-00061-x

E. Olivier, Marie-Christine Potvin

引用次数: 1

The Identification and Use of a Common Language During a Curriculum Redesign: a Case Study of Conceptual Change 课程重新设计中共同语言的识别和使用:概念变化的个案研究

IF 1.5

Journal of formative design in learning Pub Date : 2021-07-29 DOI: 10.1007/s41686-021-00058-6

Lisa N. Pitot, L. A. Rogers, Yuko Iwai

引用次数: 0

Exploring the Potential of Design Thinking as an Approach for Exhibit Development: the Case Study of the “Motion and Stillness” Science Exhibition 探索设计思维在展品开发中的潜力——以“动与静”科学展览为例

IF 1.5

Journal of formative design in learning Pub Date : 2021-07-29 DOI: 10.1007/s41686-021-00060-y

R. Muhtaseb, Heba Burqan

引用次数: 1