International journal of designs for learning最新文献_第4页

Learning from Design Failures: A Virtual Mathematics Tutoring Program 从设计失败中学习：一个虚拟数学辅导程序

International journal of designs for learning Pub Date : 2023-03-07 DOI: 10.14434/ijdl.v14i1.35222

J. Zydney, Casey Hord

引用次数: 0

Developing Just-in-Time Video Resources to Support Online and Remote Teaching 开发即时视频资源以支持在线和远程教学

International journal of designs for learning Pub Date : 2023-03-07 DOI: 10.14434/ijdl.v14i1.34538

W. Swann

引用次数: 0

Informal Learning 非正式学习

International journal of designs for learning Pub Date : 2022-12-05 DOI: 10.1007/978-1-4419-1428-6_162

Daniel Martin, B. Hokanson

引用次数: 1

Orientation Online 面向在线

International journal of designs for learning Pub Date : 2022-11-15 DOI: 10.14434/ijdl.v13i2.34055

Kristin Herman, Patricia Davidson

{"title":"Orientation Online","authors":"Kristin Herman, Patricia Davidson","doi":"10.14434/ijdl.v13i2.34055","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.34055","url":null,"abstract":"This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be fully reimagined for successful virtual implementation and where simple substitution would suffice. A description of synchronous elements from the fully virtual orientation as well as artifacts from the asynchronous portions is included. A lack of formal evaluation for the reimagined new faculty orientation space is shared as an element of design failure. The informal evaluation uncovered attendee appreciation of both flexibility and recursiveness, feedback our design team used to combat criticism of a lack of attention during virtual events. The paper concludes with a reflection on the need for transparent communication between event attendees, event designers, and other key invested partners (such as university administration) if the benefits of virtual orientation programming are to be adopted for our institution beyond emergency modalities. ","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742079","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

Eureka! An Early Career Designer's Insight on the Design Process 尤里卡!早期职业设计师对设计过程的洞察

International journal of designs for learning Pub Date : 2022-11-08 DOI: 10.14434/ijdl.v13i2.32356

Makhosazana L. Lunga, Craig D. Howard

{"title":"Eureka! An Early Career Designer's Insight on the Design Process","authors":"Makhosazana L. Lunga, Craig D. Howard","doi":"10.14434/ijdl.v13i2.32356","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.32356","url":null,"abstract":"This design case presents an early career designer’s reflection on the design and design narrative from an asynchronous video tutorial, reflecting on the unexpected obstacles of the process and unintended consequences of certain design decisions. The first author designed a tutorial for a non-academic department of a large southeastern university. The first author was an early career instructional designer at the time of this design. She shares insights that she gained through this design process, reflecting on developing communication strategies for working with the client and other stakeholders, as well as the critical moments where she might have avoided design failures. The second author mentored her and supported the design case’s development. He has included reflection notes in the article in key locations where common challenges to writing the case appeared. This design case details how assumptions and infrequent communication, or communication that lacked vital details, impacted the design process. It offers readers pivotal discoveries that figured prominently in the final design and compelled the designer to reflect on how the design came to be as it was. The case aims to share the precedent embodied in the design (Howard et al., 2012). This case is presented not to generalize about all cases but rather to offer readers the opportunity to find their own utility in the narrative and reflections. We hope that sharing this experience of reflecting on design inspires creativity in overcoming challenges to communication and collaboration.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491990","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

Designing ESL/EFL Teachers’ Online Professional Development Programs in Indiana and Beijing, China: “Crossing the River by Feeling the Rocks in the Riverbed” 印第安纳州和中国北京ESL/EFL教师在线专业发展项目设计:“摸着河床上的石头过河”

International journal of designs for learning Pub Date : 2022-11-08 DOI: 10.14434/ijdl.v13i2.33875

Faridah Pawan, Zixi Li, Jinzhi Zhou

{"title":"Designing ESL/EFL Teachers’ Online Professional Development Programs in Indiana and Beijing, China: “Crossing the River by Feeling the Rocks in the Riverbed”","authors":"Faridah Pawan, Zixi Li, Jinzhi Zhou","doi":"10.14434/ijdl.v13i2.33875","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.33875","url":null,"abstract":"The manuscript describes the designs of two teachers’ online professional development (PD) projects to support teachers of English-as-Second/Foreign Language in Indiana and in Beijing, China. We provide descriptions of each of the contexts; judgments and decisions we made along the way; the contextual/cultural and pedagogical factors we took into consideration; and finally, the design countenance of the projects that emerged from our efforts. In designing the projects, we took a sociocultural “post-method orientation” in that contextual/cultural factors determined the projects’ pathways of practice. Thus, they were context-sensitive and based on local understandings; they involved the collaboration of an interdisciplinary group of individuals knowledgeable in the discipline and the medium of instruction. Nevertheless, as designers, we kept a steady focus on our own perspectives of teaching and learning inclusiveness through Culturally Responsive Teaching, differentiated and scaffolded instruction, and the need to enact online presences in online PD courses. The manuscript describes how we approached the enactment of these perspectives differently in each PD’s design.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47179551","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 a Virtual Practicum to Prepare Teachers for Online Instruction 设计一个虚拟实习为教师的在线教学做准备

International journal of designs for learning Pub Date : 2022-11-08 DOI: 10.14434/ijdl.v13i2.33417

S. Moore, James Hong

引用次数: 1

Design Case for an Adaptable and Sustainable In-service Training Course Template 适应性强、可持续的在职培训课程模板设计案例

International journal of designs for learning Pub Date : 2022-09-20 DOI: 10.14434/ijdl.v13i2.32319

H. Dönmez, Onur Ergünay, Funda Ergüleç, Hakan Yildirim, Zeynep Yurtseven-Avcı

引用次数: 0

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students 170名医学生翻转课堂的实用方法

International journal of designs for learning Pub Date : 2022-09-20 DOI: 10.14434/ijdl.v13i2.32759

Dina Kurzweil, David Mears, Margaret Swanberg, E. Meyer

引用次数: 0

Anatomy in Action 解剖学在行动

International journal of designs for learning Pub Date : 2022-09-20 DOI: 10.14434/ijdl.v13i2.33296

Beshoy Tawfik, Sam Dancis, Angelique N. Dueñas

{"title":"Anatomy in Action","authors":"Beshoy Tawfik, Sam Dancis, Angelique N. Dueñas","doi":"10.14434/ijdl.v13i2.33296","DOIUrl":"https://doi.org/10.14434/ijdl.v13i2.33296","url":null,"abstract":"Increasing and maintaining student engagement within anatomy education at a pre-collegiate level is a challenge that educators continue to encounter. Finding an appropriate level of difficulty that prepares students for the rigor of undergraduate anatomy education while balancing the need to inspire student interest in STEM-related fields of study can inadvertently discourage students, particularly when content is relayed in a ‘traditional’ lecture-based curriculum.\u0000The University of Colorado’s Pre-Health Scholars Program (CUPS) is an academic enrichment program for high school students from under-represented minority groups who are interested in healthcare and STEM-related professions. To address the challenges in pre-collegiate anatomy education, the CUPS anatomy curriculum has shifted away from instruction that is purely lecture-based, to a project-oriented curriculum utilizing 3D printing. Here, students are encouraged to connect hands-on experiences and collaborate on individualized projects that require mastery of anatomical principles to create. Students are also introduced to anatomic structures in a multi-dimensional fashion that allows them to examine the complimentary relationship between structure and function. This model of curriculum has the potential to improve engagement and create better foundations of anatomical knowledge through thoughtful instructional design.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45462809","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