International journal of designs for learning最新文献_第2页

Educator Identity Development for International Graduate Teaching Assistants 国际研究生助教的教育者身份发展

International journal of designs for learning Pub Date : 2023-07-21 DOI: 10.14434/ijdl.v14i2.35247

J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw

{"title":"Educator Identity Development for International Graduate Teaching Assistants","authors":"J. Gish-Lieberman, Karen Macbeth, Amanda J. Rockinson-Szapkiw","doi":"10.14434/ijdl.v14i2.35247","DOIUrl":"https://doi.org/10.14434/ijdl.v14i2.35247","url":null,"abstract":"The purpose of this design case was to document rigorously the process and decisions made during the development of a five-day, pre-semester virtual orientation for International Graduation Teaching Assistants (IGTAs) and their domestic counterparts, teaching in an English as a Second Language Composition (ESLC) Program of a large land-grant university. The design was grounded in a front-end analysis as well as a theoretical framework comprising Crenshaw’s (1989) Intersectionality and Wenger’s (1998) Virtual Community of Practice (VCoP) theory. These theories were leveraged to focus the design on IGTAs’ educator identity development and their linguistic and cultural marginalization. VCoP theory provided a practical architecture for the virtual learning environment with its three modes of belonging (i.e., engagement, imagination, and alignment) as well as several enabling structures (i.e., support, sponsorship, and recognition). The design intended to purposefully engage IGTAs in social practices and dialogue that would support their sense of belonging and educator identity. While significance can be extracted from the pre-planned, explicit alignment of certain design elements with the modes of belonging, precedent can also be derived from elements that emerged during the design process.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48051364","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

Mentoring Programs in Organizations: An Online Graduate-Level Course Design Case 组织中的指导计划:一个在线研究生课程设计案例

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34011

Lisa A. Giacumo

{"title":"Mentoring Programs in Organizations: An Online Graduate-Level Course Design Case","authors":"Lisa A. Giacumo","doi":"10.14434/ijdl.v14i2.34011","DOIUrl":"https://doi.org/10.14434/ijdl.v14i2.34011","url":null,"abstract":"In this article, I present the design case of a fully online graduate-level course intended to prepare instructional designers and human performance improvement practitioners with an introduction to the knowledge and skills that are foundational for the design and implementation of mentoring systems to improve individuals’ and organizational performance. In addition, the course design case provides an opportunity for instructional designers and faculty instructors to observe how learners can engage in an organizational mentoring systems feasibility study and as mentees in a mentoring relationship, in a fully asynchronous online course. The purpose of these two projects is to provide learners with an experience to reflect upon their personal mentoring systems experiences thereby becoming better informed for future engagement in the design, development, implementation, and maintenance, of an organizational mentoring system that would deliver desired results. Further, the political environment in which the design case took place, the theoretical framework, and instructional sequencing, are made transparent so that other professional instructional designers and instructors can “observe” the decision inputs and immediate outcomes of the design to add to their store of design knowledge.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41700281","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

Learning Practices in a Museum Art Studio: Designing a Learning Framework for an Arts-Based Learning Team 博物馆艺术工作室的学习实践:为艺术学习型团队设计学习框架

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.33242

P. Wardrip, Annie M. White, Lisa Brahms

引用次数: 1

Building Democracy for All OER Ebook: A Design Case 为所有电子书建立民主:一个设计案例

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34661

Torrey Trust, Robert W. Maloy, Viacheslav Yurchenkov

引用次数: 0

Designing an Augmented Reality Learning Experience for Library Instruction as a Technology Novice 为作为技术新手的图书馆教学设计增强现实学习体验

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34299

Amber Sewell

引用次数: 0

Breaking Down the Silos: Interprofessional Education Certificate of Honors Program 打破隔阂：跨专业教育荣誉证书计划

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34114

Todd Hynson, Heidi Honegger Rogers

{"title":"Breaking Down the Silos: Interprofessional Education Certificate of Honors Program","authors":"Todd Hynson, Heidi Honegger Rogers","doi":"10.14434/ijdl.v14i2.34114","DOIUrl":"https://doi.org/10.14434/ijdl.v14i2.34114","url":null,"abstract":"The University of New Mexico (UNM) Health Sciences, Office of Interprofessional Education designed and implemented an innovative interprofessional education (IPE) Honors program, the first in the United States, in the Summer of 2019. This program was built through a dynamic and responsive partnership with health professions students from multiple programs. The program was piloted in the 2019/2020 academic year and upon graduation in May 2020, the first twenty students were awarded a certificate of IPE Honors. The designed program addressed the barriers and challenges to IPE participation at the organizational level while facilitating creative engagement from the students. We designed the IPE Honors program to value and highlight the innovative interprofessional extracurricular and intercurricular student work. Individual program accreditation and documentation of outcome requirements are supported using a reflective learning IPE evaluation tool that captures the quality and quantity of student IPE experiences. We inventoried both intercurricular and extracurricular IPE activities and experiences. We then mapped these activities to seven categories that were correlated with the behaviors of Interprofessional Professionalism (Frost et al., 2019) and the Interprofessional Education Collaborative (IPEC) Competencies (Barr, 1998). Through group meetings and a pilot assessment, we felt confident that students could gain sufficient experience and practice with the interprofessional behaviors to achieve the IPEC competencies. We designed the IPE Honors program to highlight, build, and assess the quality of IPE experiences across the HSC while accounting for the extracurricular student IPE experiences. This program is innovative, flexible, sustainable, and can be replicated.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1145 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360231","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 an Online PD program with 4C/ID from Scratch 从零开始利用 4C/ID 设计在线 PD 课程

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34676

Alexey Kukharuk, Yoshiko Goda, Katsuaki Suzuki

引用次数: 0

Q Pedagogy: Bringing Students’ Subjectivity into the Design of Instruction Q教育学:将学生的主体性引入教学设计

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34715

L. Rieber

引用次数: 0

Encouraging Awareness and Empathy for Diversity Through Experiential Practiced Simulations 通过体验练习模拟，鼓励对多样性的认识和同情

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.33679

Farah L. Vallera, Noor Syed

{"title":"Encouraging Awareness and Empathy for Diversity Through Experiential Practiced Simulations","authors":"Farah L. Vallera, Noor Syed","doi":"10.14434/ijdl.v14i2.33679","DOIUrl":"https://doi.org/10.14434/ijdl.v14i2.33679","url":null,"abstract":"This paper describes an experiential, simulation-based learning activity designed to encourage graduate education students’ development of empathy for and awareness of diverse student populations. In order to allow students to take the “role of the other,” they were placed into different situations where they had to complete a simple activity with some simulated element experienced by a different audience. Those differences included visual impairments, auditory impairments, dyslexia, and serving as English learners. The empathy activity was situated in a course that centered around designing multimedia for learning and included the instruction of the design thinking process and designing for universal audiences as well. Upon completion of the simulated experience, students reflected with the group about their thoughts, feelings, struggles, and the implications of their experience on the future of their designs in instructional technology and teacher education. Throughout this design case, we discovered that taking thoughtful design measures into consideration can help instruct challenging and difficult abstract concepts such as empathy.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44900584","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

From UX to Instructional Design: Supporting Rural Teachers in Transforming Students’ Reading Interests Into Academic Success 从用户体验到教学设计：支持农村教师将学生的阅读兴趣转化为学业成功

International journal of designs for learning Pub Date : 2023-07-12 DOI: 10.14434/ijdl.v14i2.34837

Zixi Li, Xiaoqian Niu, Botao Lu, Vincent Qiu, Ying-Chen Huang

引用次数: 0