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

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

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