International journal of designs for learning最新文献

Designing and Iterating for Interdisciplinary, Creative Research in Graduate Teams 设计和迭代研究生团队中的跨学科创新研究

International journal of designs for learning Pub Date : 2024-02-21 DOI: 10.14434/ijdl.v15i1.35788

Talia Hurwich, Diana Nicholas, Fraser Fleming, Elaine Perignat, Daniel King, Jennifer Katz-Buonincontro, Paul Gondek

引用次数: 0

Designing a Dual-Credit Hybrid Health Course 设计双学分混合健康课程

International journal of designs for learning Pub Date : 2024-02-16 DOI: 10.14434/ijdl.v15i1.35160

Angelica Boyle

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Designing a Tool to Support Online Physical Education 设计支持在线体育教育的工具

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.34531

James Castle

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Why We Played Wiffle Ball on Wednesday 我们为什么要在周三打威夫尔球

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.34920

Timothy Abraham, Katie Hanifin

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Design and Development of a Digital Personalized Learning Track: Bridging the Gap Between Textual and Visual Programming 数字化个性化学习轨道的设计与开发：缩小文字和视觉编程之间的差距

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.35224

Rani Van Schoors, Sohum Bhatt, Jan Elen, Annelies Raes, Wim Van Den Noortgate, F. Depaepe

{"title":"Design and Development of a Digital Personalized Learning Track: Bridging the Gap Between Textual and Visual Programming","authors":"Rani Van Schoors, Sohum Bhatt, Jan Elen, Annelies Raes, Wim Van Den Noortgate, F. Depaepe","doi":"10.14434/ijdl.v15i1.35224","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35224","url":null,"abstract":"Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming—even more so due to significant differences in students’ knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12–14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students’ programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1071 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456838","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

Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals 为未来的医疗保健专业人员设计跨专业在线学习体验

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.35383

Victoria Abramenka-Lachheb, Jeanne Johnston, Zach Weber

{"title":"Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals","authors":"Victoria Abramenka-Lachheb, Jeanne Johnston, Zach Weber","doi":"10.14434/ijdl.v15i1.35383","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35383","url":null,"abstract":"The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"136 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456542","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

Novice Decision Making During Creation of Electric Go-Kart Racing Educational Material 电动卡丁车赛事教材制作过程中的新手决策

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.34097

Stuart White

{"title":"Novice Decision Making During Creation of Electric Go-Kart Racing Educational Material","authors":"Stuart White","doi":"10.14434/ijdl.v15i1.34097","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34097","url":null,"abstract":"In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams’ high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456616","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}

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Design Considerations for a Multiple-Choice Assessment of Socio-Scientific Systems Thinking 社会科学系统思维多项选择评估的设计考虑因素

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.34204

Eric A. Kirk, Troy D. Sadler, Li Ke, Laura Zangori

引用次数: 0

Entangled Co-Design with a Trickster: Speculative Framing and Reframing 与捣蛋鬼纠缠在一起的共同设计：推测性构思与重新构思

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.33820

Vanessa Svihla, Megan Jacobs, Tim Castillo, Mary Tsiongas, Leah Buechley, Megan Tucker, Amy Traylor, Drew Trujillo, Reuben Fresquez, Jaziel Cervantes-Carreon, Sydney Nesbit

{"title":"Entangled Co-Design with a Trickster: Speculative Framing and Reframing","authors":"Vanessa Svihla, Megan Jacobs, Tim Castillo, Mary Tsiongas, Leah Buechley, Megan Tucker, Amy Traylor, Drew Trujillo, Reuben Fresquez, Jaziel Cervantes-Carreon, Sydney Nesbit","doi":"10.14434/ijdl.v15i1.33820","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.33820","url":null,"abstract":"Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project—an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico—provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"109 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456418","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

Developing a “Revolution”: Design Challenges in a Chemical Engineering Department 发展一场 "革命"：化学工程系的设计挑战

International journal of designs for learning Pub Date : 2024-02-14 DOI: 10.14434/ijdl.v15i1.34535

Madalyn Wilson-Fetrow, Vanessa Svihla, A. Datye, Jamie Gomez, Eva Chi, Sang Han

{"title":"Developing a “Revolution”: Design Challenges in a Chemical Engineering Department","authors":"Madalyn Wilson-Fetrow, Vanessa Svihla, A. Datye, Jamie Gomez, Eva Chi, Sang Han","doi":"10.14434/ijdl.v15i1.34535","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34535","url":null,"abstract":"Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"199 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456624","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