International journal of designs for learning最新文献_第5页

Building Cultural Competency in Interior Design: When Good Intentions go Awry 室内设计中的文化能力建设：当善意落空

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.33232

Barbara Young

{"title":"Building Cultural Competency in Interior Design: When Good Intentions go Awry","authors":"Barbara Young","doi":"10.14434/ijdl.v13i1.33232","DOIUrl":"https://doi.org/10.14434/ijdl.v13i1.33232","url":null,"abstract":"A local professional organization for interior designers issued a student design competition for a community cultural center to celebrate and teach others about a specific culture of the student’s choosing. Culture was broadly defined beyond race, nationality, religious, and social beliefs to include any group with shared interests. Students were encouraged to select a culture they might ‘admire’ and want to learn more about. The premise of the project was well intentioned, however the brief embodied outdated notions of culture and contained language which was arguably insensitive. Adding these issues to underlying problems of ‘pick-a-culture’ projects, my first inclination was to decline to participate. However, at a time when the COVID-19 pandemic exposed racial disparities in the US culture and economy, I recognized the critical importance of bringing conversations about race, privilege, stereotypes, appropriation, and advocacy into the classroom through reading, critique, and discussion. This paper raises multiple questions about the role of design, design education, and inclusion that surfaced through the project and identifies my own faults in the process. I question: who is allowed to design for ‘others’, was this an appropriate opportunity for minority students to use their own voice, and did I imbue my white guilt into the class? I will also discuss how the intention of design as problem-solving surfaced as power and privilege in conceptual development.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400776","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

Driven to Abstraction: A Design Case 驱动到抽象:一个设计案例

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32884

Jim Shifflett, Kristin Herman, Lisa Hines, Jacqueline Nikiema

引用次数: 0

Designing an Online Student Center 设计一个在线学生中心

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.31961

Holly Fiock

引用次数: 0

Inclusive Teaching Program: A seven-module online course for faculty of higher education 包容性教学计划：面向高等教育教师的七模块在线课程

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32398

Jeff Suarez-Grant, C. Haras

{"title":"Inclusive Teaching Program: A seven-module online course for faculty of higher education","authors":"Jeff Suarez-Grant, C. Haras","doi":"10.14434/ijdl.v13i1.32398","DOIUrl":"https://doi.org/10.14434/ijdl.v13i1.32398","url":null,"abstract":"The Center for Effective Teaching and Learning at Cal State LA (CETL) was tasked to create a certificate program to address inclusive teaching that we could offer to faculty online at scale. The Inclusive Teaching Program recognizes college faculty as independent experts and self-directed learners who desire space and community to think about their roles as the single greatest influencers of student success. We ground our program design in Wlodkowski and Ginsberg’s (2017) framework of adult motivation to learn, while being cognizant that highly professional people (who include faculty) are among the most resistant to change (Argyris, 1991). The program takes an expansive view of, and broadly frames, the concept of inclusivity (Holladay et al., 2003; Rios & Wynn, 2016). The resulting seven-module course deeply engages instructors in the following areas: teaching identity, working with our diverse and unique population of students, leading difficult discussions, acknowledging implicit bias, and practicing faculty care and self-care. We share a novel infrastructure for creating educational development that tackles difficult topics while helping faculty make meaningful changes to their teaching.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42474786","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

Development of a Gamified Argumentation Tool for Middle School Students 中学生游戏化论证工具的开发

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32624

Pi-Sui Hsu, Reva Freedman, Darin Brockmann, Zachary Hueneke, Dean La Barbera, Ben Kluga, Rui Zhang, I. Sullivan, Margot Van Dyke

{"title":"Development of a Gamified Argumentation Tool for Middle School Students","authors":"Pi-Sui Hsu, Reva Freedman, Darin Brockmann, Zachary Hueneke, Dean La Barbera, Ben Kluga, Rui Zhang, I. Sullivan, Margot Van Dyke","doi":"10.14434/ijdl.v13i1.32624","DOIUrl":"https://doi.org/10.14434/ijdl.v13i1.32624","url":null,"abstract":"The objective of this project was to address design gaps in previous programs that address scientific argumentation in middle schools. We adopted gamification mechanics (e.g., stimulus and response and progression) to design a computer-assisted program to better support students’ development of scientific argumentation. In this paper, we describe the development of a gamified tool to support the representation of collaborative scientific argumentation for middle school students and describe how a faculty member in the Instructional Technology program and a faculty member and students in the Department of Computer Science collaborated and delivered project work through the Agile methodology. We developed two iterations of the prototype and conducted usability tests of the two iterations of the design with adults and middle school students in the United States. This study presents how the design evolved from the first to the second iteration based on usability testing results. The adult participants (e.g., science pre-service teachers and an in-service teacher) and student participants provided suggestions for further improvement of the second iteration of the prototype.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45308571","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

Creating an Interactive Dashboard to Support Middle School Teachers’ Implementation of a Technology-Supported Problem-Based Learning Program 创建交互式仪表板以支持中学教师实施技术支持的基于问题的学习计划

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.31243

Min Liu, Chenglu Li, Zilong Pan

引用次数: 1

Theories as a Heuristic Thinking Device to Create Empathy in [Interior] Design Studios 理论是在室内设计工作室创造同理心的启发式思维手段

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32224

T. Patel, Sarah M. Angne Alfaro

{"title":"Theories as a Heuristic Thinking Device to Create Empathy in [Interior] Design Studios","authors":"T. Patel, Sarah M. Angne Alfaro","doi":"10.14434/ijdl.v13i1.32224","DOIUrl":"https://doi.org/10.14434/ijdl.v13i1.32224","url":null,"abstract":"This design case introduces a design and development process of theories from environmental psychology, humanities, and social sciences as heuristic thinking devices to measure human-centered design solutions. The pedagogical review of the traditional studio design process revealed obstacles as students translated their research and program to the development of the design. They created the latter without applying their theoretical understanding of research conducted on the human-environment relationship. Given this challenge, the authors evolved a revised design method utilizing theories to afford an empathetic design response. Students in two interior design studios adopted this approach to develop hypotheses for the design problem, and later the theories informed guidelines for cultivating a more empathetic design response. Project analysis by authors, and reflection statements from the students, capture the value of theory as thinking devices to assist directly in their work by improving their position and power, prompting a more imaginative and generative ideation process. The role of this design case is to acknowledge the role of theory as a heuristic device in order to generate, develop, and support the advancement of interior design as a discipline through interaction, mediation, and discourse.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46638189","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 Disorienting Dilemmas in an Online language and Culture Course 在网络语言文化课程中设计令人困惑的困境

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.33017

Sarah E. Fehrman

引用次数: 1

Blueprints of an Online Learning Environment for Teaching Complex Psychomotor Skills in First Aid 急救中复杂精神运动技能在线学习环境的蓝图

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32697

R. Vanfleteren, N. Charlier

{"title":"Blueprints of an Online Learning Environment for Teaching Complex Psychomotor Skills in First Aid","authors":"R. Vanfleteren, N. Charlier","doi":"10.14434/ijdl.v13i1.32697","DOIUrl":"https://doi.org/10.14434/ijdl.v13i1.32697","url":null,"abstract":"As most of the life-threatening events, such as heart failure and trauma, occur out-of-hospital, first aid is considered crucial for a victim’s survival chances. Unfortunately, a substantial part of these psychomotor or consciously brain-controlled motor skills are executed poorly or incorrectly due to the inexperience of first aid attendants or low retention after training. Together with an enlarged demand over the past years for first aid skills within the business sector and, corresponding, the tremendous load in teaching hours, this high need for training sessions in first aid led to the development of an online learning environment for psychomotor skills within the domain of Health Sciences. Although online learning environments already exist for teaching cognitive skills, developing one for psychomotor skills is considered challenging as it has not been proven effective yet. What is considered important, however, is to avoid cognitive overload and to maintain learners’ motivation throughout the entire online learning environment. As such, to avoid cognitive overload, the designers used a cognitive instructional model, namely the 4C/ID model, and used it as a framework for their online learning environment. On top, choice options were added to the online learning environment to maintain motivation throughout the process of learning psychomotor skills. The ultimate goal lies in enabling the learner to perform the psychomotor skill fluently in practice. The design process of the online learning environment, the corresponding design challenges, failures, and how they were dealt with are described in detail.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43067525","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 Board Game For Beginning Block-Based Programmers 开发一个棋盘游戏开始基于块的程序员

International journal of designs for learning Pub Date : 2022-06-14 DOI: 10.14434/ijdl.v13i1.32211

Dayae Yang, T. Kopcha

引用次数: 0