Journal of formative design in learning最新文献

{"title":"Redesigning for Twenty-First Century Learning: Analyzing the Process of Transforming Student Learning Using the Three Pillars Method","authors":"Mapopa William Sanga","doi":"10.1007/s41686-020-00043-5","DOIUrl":"https://doi.org/10.1007/s41686-020-00043-5","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-020-00043-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46363474","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}

{"title":"Formative Design as a Framework for Implementing Teacher Professional Development on Design Thinking","authors":"M. Elizabeth Azukas, William Gaudelli","doi":"10.1007/s41686-020-00042-6","DOIUrl":"https://doi.org/10.1007/s41686-020-00042-6","url":null,"abstract":"This study employed designed-based research to explore formative design as both a methodology for PD and as the focus of the PD content. Five 7-h PD sessions were offered to 220 teachers across five schools in India. Results indicated that formative design was useful for planning, implementing, and iterating PD that was meaningful for participants and that teachers were open to aspects of the design process, but struggled with making changes to their pedagogy.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138541917","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}

{"title":"Augmented Reality in Paramedic Training: a Formative Study","authors":"Penni Eggers, Angela Ward, S. Ensmann","doi":"10.1007/s41686-020-00041-7","DOIUrl":"https://doi.org/10.1007/s41686-020-00041-7","url":null,"abstract":"Emergency management of critically ill patients and a high expectation of mastery of technical medical skills are an essential aspect in a paramedics’ scope of practice. An entry level paramedic with limited exposure to high-risk critical patients is expected to perform interventions and utilize critical thinking skills at a mastery level when entering the workforce as reported by Zautchke et al. (The Journal of Emergency Medicine, 505–512, 1987 ). Paramedic programs in the USA continue to deliver the bulk of the course curriculum in a traditional classroom lecture format using 2-dimensional methods such as PowerPoint and lecture. Traditional, lecture-driven teaching methods rarely provide opportunities for paramedic students to directly witness the impact of their decisions and develop automaticity of their skills to reduce reaction times and prevent cognitive overload. Automacity is defined as making more automatic decisions and practices in the face of random incidences that occur in authentic conditions and is the result of repeated learning and practice. This definition is a classic example of a problematic circumstance which can utilize design thinking to resolve it. If the definition of design thinking is to use methods and processes for investigating ill-defined problems and finding solutions, then it is important for instructional designers to be innovative to assist them in recognizing these contexts, being creative in the generating appropriate solutions, and rationalizing/analyzing potential “best fit’ solutions. For years, EMT’s and paramedics have utilized mannequins (often called “Resuscitation Annies”) to teach recovery skills. Over the years, these mannequins have been augmented with technology to assist with skill development and to make them more interactive. Yet, as effective as they have been for the state of the art they represented, they have not been multifaceted enough for trainers to create an appropriate level of randomness that represent the ever complex situations paramedics and EMTs are becoming involved with. On top of that, the granularity and authenticity of the visual aspects caused these mannequins to suffer from a lack of a third dimensional realism, especially as it related, for example, to bodily fluids breakage and other sources of complications, for example.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537580","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}

{"title":"Supporting Twenty-First Century Competencies Using Robots and Digital Storytelling","authors":"M. Stork","doi":"10.1007/s41686-019-00039-w","DOIUrl":"https://doi.org/10.1007/s41686-019-00039-w","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00039-w","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233518","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}

{"title":"Transformation of a face-to-face workshop into a Massive Open Online Course (MOOC): A design and development case.","authors":"Max Sommer,&nbsp;Albert D Ritzhaupt,&nbsp;Keith E Muller,&nbsp;Deborah H Glueck","doi":"10.1007/s41686-019-00037-y","DOIUrl":"https://doi.org/10.1007/s41686-019-00037-y","url":null,"abstract":"<p><p>The purpose of this design and development case is to share our experiences in the transformation of a face-to-face workshop into a Massive Open Online Course (MOOC) for a prominent MOOC platform. The goal of the workshop and MOOC is to teach learners how to conduct appropriate power and sample size analysis for multilevel and longitudinal studies in social and behavioral health research. Learners include people from across the biomedical research spectrum, from students to full professors. We first describe the design and development frameworks and processes used to create the three-day, face-to-face workshop. Then, we detail the design and development approach to transform this face-to-face workshop into a MOOC. At a macro-design level, we employed backward design (Wiggins & McTighe, 1998) as an instructional design framework. At a micro-design level, we used a combination of the first principles of instruction, the cognitive theory of multimedia learning, the nine events of instruction, and design recommendations for MOOCs found in the literature. We report the results of a formative evaluation of the MOOC. Finally, we provide closing remarks, lessons learned, and the next steps for the instructional program.</p>","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00037-y","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38555102","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}

{"title":"Using Formative Data to Make Evidence-Based Decisions During Re-Design","authors":"J. Phillips, James D. Klein, E. Dunne, M. Siriwardena","doi":"10.1007/s41686-019-00036-z","DOIUrl":"https://doi.org/10.1007/s41686-019-00036-z","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00036-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47859476","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}

{"title":"Supporting Case-Based Reasoning in Pharmacy Through Case Sequencing","authors":"A. Tawfik, Julaine Fowlin, Kristi Kelley, Max C. Anderson, Scott W. Vann","doi":"10.1007/s41686-019-00035-0","DOIUrl":"https://doi.org/10.1007/s41686-019-00035-0","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00035-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41619403","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}

{"title":"Catching the Attention of Generation Z Chemical Engineering Students for Particle Technology","authors":"Araceli Rodríguez, E. Díez, Ismael Díaz, J. Gómez","doi":"10.1007/s41686-019-00034-1","DOIUrl":"https://doi.org/10.1007/s41686-019-00034-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00034-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034858","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}

{"title":"Examining the Effectiveness, Efficiency, and Usability of a Web-Based Experiential Role-Playing Aging Simulation Using Formative Assessment","authors":"Enilda Romero-Hall, Leonor Adams, Megan Osgood","doi":"10.1007/s41686-019-00033-2","DOIUrl":"https://doi.org/10.1007/s41686-019-00033-2","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00033-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842782","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}

{"title":"College Students’ Career Decision-making and Career Decision-making Self-efficacy: a Case Study in Formative Assessment and Course Design","authors":"Jamie L. Gallo, Thomas J. Roberts","doi":"10.1007/s41686-019-00032-3","DOIUrl":"https://doi.org/10.1007/s41686-019-00032-3","url":null,"abstract":"College career courses are increasingly offered at colleges and universities due to economic changes as a result of performance-based funding initiatives nationwide, and in an attempt to ensure more job placements of students graduating with baccalaureate degrees (Devlin The Journal of College Placement, 34(4), 62–68, 1974; Studley 2004; Fouad et al. Journal of Career Assessment, 17(3), 338–347, 2009; Hansen and Pedersen Journal of the First Year Experience & Students in Transition, 24(2), 33–61, 2012). This case study expands on the seminal work of Gallo (2017) and assessed the effectiveness of a new interdisciplinary career exploration course at a comprehensive university that is open to all students, not just students who were undecided in their college major. The course design followed a constructivism curriculum, with opportunities for formative assessment, which resulted in a culminating final course project. Students’ career decision-making and career decision-making self-efficacy were measured utilizing a pre-test/post-test model, the Career Decision Scale (CDS), and the Career Decision Self-Efficacy Scale Short Form (CDSE-SF). The results indicated that the interdisciplinary career course curriculum had a positive effect on students’ level of career decision-making and career decision-making self-efficacy.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537569","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}