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International journal of designs for learning最新文献

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Datawhys Phase 1: Problem Solving to Facilitate Data Science & STEM Learning Among Summer Interns Datawhys第一阶段：解决问题促进暑期实习生的数据科学和STEM学习
International journal of designs for learning Pub Date : 2021-11-04 DOI: 10.14434/ijdl.v12i3.31555
Linda Ann Payne, A. Tawfik, A. Olney
{"title":"Datawhys Phase 1: Problem Solving to Facilitate Data Science & STEM Learning Among Summer Interns","authors":"Linda Ann Payne, A. Tawfik, A. Olney","doi":"10.14434/ijdl.v12i3.31555","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31555","url":null,"abstract":"This design case details a data science summer learning experience designed by University of Memphis faculty for HBCU students (NSF #: 1918751) with recruiting assistance provided by LeMoyne-Owen College. The summer learning experience included elements of didactic and collaborative problem-solving during the first five weeks of the internship, followed by a three-week, team-based, problem-solving project using real-world data. While the course was originally designed as a face-to-face learning experience, the impact of COVID-19 necessitated a shift toward online digital spaces. The design case details the opportunities and challenges of STEM online learning and especially underscores the limitations of (a) existing data science technologies for instruction, (b) the shift toward instructional design of materials that supported more self-directed learning, and (c) collaborative problem-solving. Implications for design and practice are also considered.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49345052","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: 2
Career-Based Scenarios as a Mechanism for Fostering Students’ Interest in Science and Understandings of STEM Careers 职业情景作为培养学生科学兴趣和对STEM职业理解的机制
International journal of designs for learning Pub Date : 2021-11-04 DOI: 10.14434/ijdl.v12i3.31656
Irene Drymiotou, C. Constantinou, Lucy Avraamidou
{"title":"Career-Based Scenarios as a Mechanism for Fostering Students’ Interest in Science and Understandings of STEM Careers","authors":"Irene Drymiotou, C. Constantinou, Lucy Avraamidou","doi":"10.14434/ijdl.v12i3.31656","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31656","url":null,"abstract":"Our purpose in this paper is to shed light on the intricacies of designing and enacting curricular innovations aiming to enhance students’ interest in science and their understandings of STEM careers. We present the design and describe the implementation of a set of STEM career-oriented curriculum materials referred to as career-based scenarios. A review of the literature demonstrates that such curricular innovations create potentially useful mechanisms for broadening students’ awareness of STEM careers and facilitating more informed decisions. We present the design process we followed to create career-based scenarios and we provide a rationale for each design decision. We also provide a description of the implementation of one representative scenario in three school classrooms. We conclude with a reflective section in which we identify lessons learned from our experiences and broader implications for curricular innovations targeting students’ interests.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46959862","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
Teaching Problematization of a Design Capstone Project. Presentation of a Pedagogical Tool 设计顶点项目的教学问题化。展示一种教学工具
International journal of designs for learning Pub Date : 2021-11-04 DOI: 10.14434/ijdl.v12i3.31919
S. Proulx
{"title":"Teaching Problematization of a Design Capstone Project. Presentation of a Pedagogical Tool","authors":"S. Proulx","doi":"10.14434/ijdl.v12i3.31919","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31919","url":null,"abstract":"The research phase preluding a design capstone project is challenging for both students and instructors. In a situation where students are free to work on a topic of their choosing, a preset, generic research design is not suitable. Imposing a rigid framework would endanger the possibility of students truly examining and capturing the complexity of their project problematic. This would also be considered a counterpoint to the learning goal of teaching students how to engage in problematization, a skill highly valued in contemporary design practice. This reality raises the following question: how are instructors supposed to monitor and support students in this process? To address this problem, a teaching assignment called the Newspaper was designed. The Newspaper is an open and flexible framework, based on a digital platform, through which students can organize their research findings and reflections, while ensuring enough flexibility for students to deploy appropriate and relevant research methods. This assignment gives students freedom in terms of their research design, but also has certain constraints to ensure the intelligibility of the research process. This paper presents the Newspaper assignment in detail and discusses its impacts after it is used by three cohorts of industrial design students.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41847158","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 for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM 自我效能感设计：STEM中少数民族和少数民族女性的电子学习培训
International journal of designs for learning Pub Date : 2021-11-04 DOI: 10.14434/ijdl.v12i3.31433
J. Gish-Lieberman, Amanda J. Rockinson-Szapkiw, A. Tawfik, Teresa M. Theiling
{"title":"Designing for Self-Efficacy: E-Mentoring Training for Ethnic and Racial Minority Women in STEM","authors":"J. Gish-Lieberman, Amanda J. Rockinson-Szapkiw, A. Tawfik, Teresa M. Theiling","doi":"10.14434/ijdl.v12i3.31433","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31433","url":null,"abstract":"Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49429423","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
The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom 外语课堂教学困境的困境
International journal of designs for learning Pub Date : 2021-11-04 DOI: 10.14434/ijdl.v12i3.31554
A. Ding, Pengtong Qu, Krista D. Glazewski, Haesol Bae, Fatih Eruglec, H. Nadir, T. Brush
{"title":"The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom","authors":"A. Ding, Pengtong Qu, Krista D. Glazewski, Haesol Bae, Fatih Eruglec, H. Nadir, T. Brush","doi":"10.14434/ijdl.v12i3.31554","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31554","url":null,"abstract":"Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149288","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
Teaching and Learning During the Pandemic: Challenges ‎and Merits of International Co-Designing and Instruction ‎ 疫情期间的教学：挑战‎国际合作设计与教学的优点‎
International journal of designs for learning Pub Date : 2021-11-01 DOI: 10.14434/ijdl.v12i3.31254
T. Phan, Mary W. Paul
{"title":"Teaching and Learning During the Pandemic: Challenges ‎and Merits of International Co-Designing and Instruction ‎","authors":"T. Phan, Mary W. Paul","doi":"10.14434/ijdl.v12i3.31254","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31254","url":null,"abstract":"This design case describes the design process and decisions of facilitating a week-long course on virtual teaching strategies taught by three facilitators, one in Vietnam and two in the United States at the onset of the COVD-19 pandemic. Participants were K-12 and college educators in Vietnam. The goal of the course was to introduce the Vietnamese educators to educational technology and pedagogical strategies for teaching virtually. The case also reports the facilitators’ self-reflection and biases prevalent within a Western curriculum culture as they attempted to deliver the content knowledge and connect with the Vietnamese learners. Finally, their insights into designing and implementing a cross-cultural, multilingual international online course within a rapid transition context are also shared. The intercultural online teaching experience provided a broader understanding of how students learn and what is valued.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46336187","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
Rethinking the One Button Studio: An Alternative Solution 反思一键工作室：另一种解决方案
International journal of designs for learning Pub Date : 2021-11-01 DOI: 10.14434/ijdl.v12i3.30847
Sarah McCorkle, Jesse Strycker
{"title":"Rethinking the One Button Studio: An Alternative Solution","authors":"Sarah McCorkle, Jesse Strycker","doi":"10.14434/ijdl.v12i3.30847","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.30847","url":null,"abstract":"This design case focuses on the development of an alternative to Penn State’s One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43862054","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
Re-imagining Technology Education for Student Teachers Using Human-Centered Design 以人为本设计再造师范生科技教育
International journal of designs for learning Pub Date : 2021-11-01 DOI: 10.14434/ijdl.v12i3.31164
T. Phan, Myunghwan Shin
{"title":"Re-imagining Technology Education for Student Teachers Using Human-Centered Design","authors":"T. Phan, Myunghwan Shin","doi":"10.14434/ijdl.v12i3.31164","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31164","url":null,"abstract":"This design case describes the implementation of the Human-centered Design process, developed by the world leading design firm IDEO and Stanford d. school. The process describes the technology integration onto a teaching credential program course at a university in Central California. It reports the thought process to adopting HCD in the course with a focus on a semester-long assignment called Technology Leap Project (TLP). The preliminary design decisions and the design process in depth. Each phase of the HCD process (i.e. Inspiration, Ideation, Implementation) was defined and its manifestation into the TLP was articulated and assembled with samples of students’ work. The case also discusses various merits and challenges for the design team of applying the HCD process in engaging student learning and responding to their learning needs. Finally, the revision plan was discussed.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41935184","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
A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff 学校护士培训课后教师和工作人员的慢性病电子学习模块
International journal of designs for learning Pub Date : 2021-11-01 DOI: 10.14434/ijdl.v12i3.31195
K. Welker, Carol Cox, Haley Bylina, Hailee Baer, Shelby Duessel
{"title":"A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff","authors":"K. Welker, Carol Cox, Haley Bylina, Hailee Baer, Shelby Duessel","doi":"10.14434/ijdl.v12i3.31195","DOIUrl":"https://doi.org/10.14434/ijdl.v12i3.31195","url":null,"abstract":"This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48518441","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: 4
Choose Your Own Adventure: Gamified Course Design in History of Science 选择你自己的冒险：科学史游戏化课程设计
International journal of designs for learning Pub Date : 2021-06-16 DOI: 10.14434/IJDL.V12I2.28949
Jo Stewart, K. Sheppard
{"title":"Choose Your Own Adventure: Gamified Course Design in History of Science","authors":"Jo Stewart, K. Sheppard","doi":"10.14434/IJDL.V12I2.28949","DOIUrl":"https://doi.org/10.14434/IJDL.V12I2.28949","url":null,"abstract":"To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45012254","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: 2
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