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Journal of formative design in learning最新文献

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Design, Redesign, and Continuous Refinement of an Online Graduate Course: A Case Study for Implementing Universal Design for Learning 在线研究生课程的设计、再设计和持续改进:实现通用学习设计的案例研究
IF 1.5
Journal of formative design in learning Pub Date : 2021-01-06 DOI: 10.1007/s41686-020-00053-3
Qijie Cai, David Robinson
{"title":"Design, Redesign, and Continuous Refinement of an Online Graduate Course: A Case Study for Implementing Universal Design for Learning","authors":"Qijie Cai, David Robinson","doi":"10.1007/s41686-020-00053-3","DOIUrl":"https://doi.org/10.1007/s41686-020-00053-3","url":null,"abstract":"This paper explains how a graduate online course has been designed, redesigned and continuously refined in the last decade, applying the Quality Matters (QM) Framework and Universal Design for Learning Principles (UDL). To improve the course design, the course designers and instructors are engaged in a reflective process of examining relevant factors, including external contexts that demanded changes in the course, the course’s existing features, learner characteristics and needs, and the nature and requirements of the course content, activities, assessments. The paper provides detailed descriptions of the design process, as well as the modifications and changes made for the course over years and demonstrates how the design features adheres to the UDL principles. ","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537534","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: 6
User experience (re)design and evaluation of a self-guided, mobile health app for adolescents with mild Traumatic Brain Injury. 针对轻度脑外伤青少年的自助式移动健康应用程序的用户体验（再）设计与评估。
IF 1
Journal of formative design in learning Pub Date : 2020-12-01 Epub Date: 2020-01-06 DOI: 10.1007/s41686-019-00038-x
Matthew Schmidt, Allison P Fisher, Joshua Sensenbaugh, Brandt Ling, Carmen Rietta, Lynn Babcock, Brad G Kurowski, Shari L Wade
{"title":"User experience (re)design and evaluation of a self-guided, mobile health app for adolescents with mild Traumatic Brain Injury.","authors":"Matthew Schmidt, Allison P Fisher, Joshua Sensenbaugh, Brandt Ling, Carmen Rietta, Lynn Babcock, Brad G Kurowski, Shari L Wade","doi":"10.1007/s41686-019-00038-x","DOIUrl":"10.1007/s41686-019-00038-x","url":null,"abstract":"<p><p>Mild Traumatic Brain Injury (mTBI) is a significant cause of morbidity for adolescents. Currently, there is a lack of evidence-based interventions to address common sequelae of mTBI. To address this gap, we designed a program to promote recovery for adolescents following mTBI. Preliminary testing of the Self-Monitoring Activity Regulation and Relaxation Treatment (SMART) program demonstrated good usability but indicated a need for modifications to the program. The SMART application was redesigned with the addition of more interactive and gamified components. Content was also reframed to specifically target and engage adolescents with mTBI. We describe the usability evaluation of the updated SMART application. Children aged 11-18 years diagnosed with mTBI who were 1 to 6 months post mTBI were recruited to participate in a 1-2-hour usability session in which they thought aloud and responded to targeted usability-related questions during their interaction with the SMART program. After completing the session, participants rated their usability experience using the System Usability Scale (SUS) and rated the overall user-friendliness of the program. Participants' responses during the session were qualitatively coded and analyzed. Six adolescents participated in a usability session (average age = 13.7 years). On the SUS, participants rated the program as highly usable (M = 85.6, SD = 3.24). They also had overwhelmingly positive feedback regarding the content, design and structure of the program. Overall, findings suggest that the redesigned SMART program was usable, acceptable, and relevant to adolescents with mTBI. Based on adolescents' feedback, additional modifications were made before the program undergoes efficacy testing.</p>","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8046025/pdf/nihms-1677448.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38811999","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
Design, Development, and Evaluation of an Online Statistics Course for Educational Technology Doctoral Students: a Design and Development Case 教育技术博士生在线统计学课程的设计、开发与评价:设计与开发案例
IF 1.5
Journal of formative design in learning Pub Date : 2020-11-19 DOI: 10.1007/s41686-020-00051-5
Albert D. Ritzhaupt, Natercia Valle, Max Sommer
{"title":"Design, Development, and Evaluation of an Online Statistics Course for Educational Technology Doctoral Students: a Design and Development Case","authors":"Albert D. Ritzhaupt, Natercia Valle, Max Sommer","doi":"10.1007/s41686-020-00051-5","DOIUrl":"https://doi.org/10.1007/s41686-020-00051-5","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00051-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45811481","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: 6
Development and Implementation of Adaptive Learning to Engage Learners in Engineering Technology 自适应学习在工程技术学习中的发展与实施
IF 1.5
Journal of formative design in learning Pub Date : 2020-11-03 DOI: 10.1007/s41686-020-00050-6
Nicole Barclay, Carl D. Westine, Angela Claris, Florence Martin
{"title":"Development and Implementation of Adaptive Learning to Engage Learners in Engineering Technology","authors":"Nicole Barclay, Carl D. Westine, Angela Claris, Florence Martin","doi":"10.1007/s41686-020-00050-6","DOIUrl":"https://doi.org/10.1007/s41686-020-00050-6","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00050-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42238761","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
Formative Design and Evaluation of a Responsive eHealth/mHealth Intervention for Positive Family Adaptation Following Pediatric Traumatic Brain Injury 儿童创伤性脑损伤后积极家庭适应响应性电子健康/移动健康干预的形成性设计和评估
IF 1.5
Journal of formative design in learning Pub Date : 2020-08-18 DOI: 10.1007/s41686-020-00049-z
Matthew Schmidt, Li Cheng, S. Raj, S. Wade
{"title":"Formative Design and Evaluation of a Responsive eHealth/mHealth Intervention for Positive Family Adaptation Following Pediatric Traumatic Brain Injury","authors":"Matthew Schmidt, Li Cheng, S. Raj, S. Wade","doi":"10.1007/s41686-020-00049-z","DOIUrl":"https://doi.org/10.1007/s41686-020-00049-z","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00049-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43014709","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: 2
Design Thinking as a Catalyst for Change: Faculty Reaction to a Redesigned Meeting 设计思维作为变革的催化剂:教师对重新设计会议的反应
IF 1.5
Journal of formative design in learning Pub Date : 2020-06-01 DOI: 10.1007/s41686-020-00046-2
Meng-Fen Grace Lin, Ariana Eichelberger
{"title":"Design Thinking as a Catalyst for Change: Faculty Reaction to a Redesigned Meeting","authors":"Meng-Fen Grace Lin, Ariana Eichelberger","doi":"10.1007/s41686-020-00046-2","DOIUrl":"https://doi.org/10.1007/s41686-020-00046-2","url":null,"abstract":"Academic governance is an important part of higher education (Kezar et al. 2006 ), and commonly takes place in meetings. Unfortunately, meeting inefficiency is widespread (Mroz et al. 2018 ). An academic department redesigned a day-long meeting to incorporate design thinking techniques. This qualitative study reported faculty reaction to the redesign. Recommendations are made for the design of future meetings with regard to faculty buy-in, diversity, relationships, professional development, and ongoing sustainability.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537570","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
Introduction from the Editors 编辑介绍
IF 1.5
Journal of formative design in learning Pub Date : 2020-06-01 DOI: 10.1007/s41686-020-00048-0
Robert F. Kenny, Glenda Gunter
{"title":"Introduction from the Editors","authors":"Robert F. Kenny, Glenda Gunter","doi":"10.1007/s41686-020-00048-0","DOIUrl":"https://doi.org/10.1007/s41686-020-00048-0","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00048-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233844","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
Creativity and Critique as Formative Processes in Design Thinking 作为设计思维形成过程的创造力和批判
IF 1.5
Journal of formative design in learning Pub Date : 2020-06-01 DOI: 10.1007/s41686-020-00047-1
B. Hokanson, Robert M. Kenny
{"title":"Creativity and Critique as Formative Processes in Design Thinking","authors":"B. Hokanson, Robert M. Kenny","doi":"10.1007/s41686-020-00047-1","DOIUrl":"https://doi.org/10.1007/s41686-020-00047-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00047-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233730","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: 5
Essential Tensions in Facilitating Design Thinking: Collective Reflections 促进设计思维的基本张力:集体反思
IF 1.5
Journal of formative design in learning Pub Date : 2020-05-09 DOI: 10.1007/s41686-020-00045-3
D. Henriksen, Michelle E. Jordan, T. Foulger, S. Zuiker, Punya Mishra
{"title":"Essential Tensions in Facilitating Design Thinking: Collective Reflections","authors":"D. Henriksen, Michelle E. Jordan, T. Foulger, S. Zuiker, Punya Mishra","doi":"10.1007/s41686-020-00045-3","DOIUrl":"https://doi.org/10.1007/s41686-020-00045-3","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00045-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233605","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: 5
Promoting Instructional Designers’ Participation in Free, Asynchronous Professional Development: A Formative Evaluation 促进教学设计师参与自由、异步的专业发展:形成性评价
IF 1.5
Journal of formative design in learning Pub Date : 2020-04-15 DOI: 10.1007/s41686-020-00044-4
P. Muljana, Tian Luo, Sherri Watson, W. D. Euefueno, Kayla Nicole Wright Jutzi
{"title":"Promoting Instructional Designers’ Participation in Free, Asynchronous Professional Development: A Formative Evaluation","authors":"P. Muljana, Tian Luo, Sherri Watson, W. D. Euefueno, Kayla Nicole Wright Jutzi","doi":"10.1007/s41686-020-00044-4","DOIUrl":"https://doi.org/10.1007/s41686-020-00044-4","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00044-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45710140","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: 8
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