International journal of designs for learning最新文献_第8页

Rural Teachers Learning Bioanalytical Engineering 农村教师学习生物分析工程

International journal of designs for learning Pub Date : 2019-11-12 DOI: 10.14434/ijdl.v11i1.22862

P. Hardré, M. Nanny, Shaida Morales, R. Kenton, L. Lewis, Shichen Guo, Qianuyun Peng, Hui Xu

引用次数: 0

A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES. 一个横跨1657英里的短期教学实习。

International journal of designs for learning Pub Date : 2019-07-17 Epub Date: 2019-05-10 DOI: 10.14434/ijdl.v10i1.24916

Michèle Shuster, Karen Peterson

{"title":"A SHORT TEACHING RESIDENCY SPANNING 1,657 MILES.","authors":"Michèle Shuster, Karen Peterson","doi":"10.14434/ijdl.v10i1.24916","DOIUrl":"https://doi.org/10.14434/ijdl.v10i1.24916","url":null,"abstract":"<p><p>In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (\"postdocs\") develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evidence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substantive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.</p>","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7392218/pdf/nihms-1557583.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38220663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment 为教师候选人成功完成高风险执照评估做准备

International journal of designs for learning Pub Date : 2019-07-11 DOI: 10.14434/IJDL.V10I1.25629

Drew Polly, E. Byker

引用次数: 0

Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules 基于性别和性别的健康多媒体案例学习模块的设计和实现

International journal of designs for learning Pub Date : 2019-07-11 DOI: 10.14434/IJDL.V10I1.25706

Jongpil Cheon, Sungwon Shin, S. Crooks

{"title":"Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules","authors":"Jongpil Cheon, Sungwon Shin, S. Crooks","doi":"10.14434/IJDL.V10I1.25706","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.25706","url":null,"abstract":"This case presents the design and implementation process of multimedia case-based learning modules for a Sex and Gender Specific Health (SGSH) education curriculum. The learning modules were designed to advance understanding of sex and gender differences, increase awareness of gender-specific health issues, and improve clinical knowledge of sex and gender evidence-based medicine. This paper describes the three phases of the project. In the first phase of planning, five diseases actively examined in the medical field were chosen to address sex and gender differences, and the instructional development team specifically adapted a case-based learning framework to provide more authentic and interprofessional learning opportunities for health science trainees. In the second phase, learning modules were structured with multiple revisions incorporating multimedia case-based learning strategies, such as case movie trailers, expert guides, and case solutions. In the third phase, a number of decisions regarding module interface, case videos, and server management were made. Throughout the phases, the instructional designers resolved a number of issues, such as communication with subject matter experts (SMEs), consistency of learning materials, copyright, case movie production tool, closed captioning, server configuration, and dissemination. The design process and challenges described in this paper would be useful for others developing similar instructional materials in a healthcare environment.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48579772","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

Welcome to Normalton 欢迎光临Normalton

International journal of designs for learning Pub Date : 2019-07-11 DOI: 10.14434/IJDL.V10I1.25610

R. Moore

{"title":"Welcome to Normalton","authors":"R. Moore","doi":"10.14434/IJDL.V10I1.25610","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.25610","url":null,"abstract":"This design case details the critical design decisions used in the development of an e-learning module library for North Carolina local government officials focused on land use regulations. These modules cover topics from an introduction to land use regulations, to evidentiary hearing conduct guidelines, defining vested rights, and explaining how to adopt and amend an ordinance. This project was in response to the North Carolina League of Municipalities (NCLM) members’ increased requests for training in this subject area. This organization requested the assistance of the two faculty members at the University of North Carolina at Chapel Hill School of Government (SOG) who specialize in this content area. Additionally, the professional organization wanted to mitigate risk from cases going to litigation for improper land use decisions. The Target Accomplishment Past Prototype Artifact (TAPPA) Process (Moore, 2016) was used for the module development. This five-step process emphasizes the rapid development of distance education content artifacts in close collaboration with subject matter experts. Between 2013 and 2018, the TAPPA iterative design process guided the development of sixteen modules moving from initial script to finished modules. This design case is relevant for instructional designers who need to develop comprehensive e-learning modules covering complex and often complicated tasks. Examples of design decisions, informed by Clark and Mayer (2016)’s principles of multimedia design, are dispersed through the design case.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44078999","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

Implementing Individualized Learning in a Legacy Learning Management System 在遗留学习管理系统中实现个性化学习

International journal of designs for learning Pub Date : 2019-07-10 DOI: 10.14434/IJDL.V10I1.22500

M. Morrow, Dabae Lee

{"title":"Implementing Individualized Learning in a Legacy Learning Management System","authors":"M. Morrow, Dabae Lee","doi":"10.14434/IJDL.V10I1.22500","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.22500","url":null,"abstract":"Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a standalone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42918277","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

Introduction to the Special Section on High Stakes Online Learning Design Cases 高风险在线学习设计案例专题介绍

International journal of designs for learning Pub Date : 2019-06-01 DOI: 10.14434/IJDL.V10I1.27292

Tonia A. Dousay

引用次数: 0

ERAS: An Experiential Role-Playing Aging Simulation ERAS:体验式角色扮演衰老模拟

International journal of designs for learning Pub Date : 2019-05-23 DOI: 10.14434/IJDL.V10I1.23751

Enilda Romero-Hall, Renee B. Patrick, Gul Sahin

引用次数: 1

Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback 设计一种区分表层和基于文本的写作反馈的复习工具

International journal of designs for learning Pub Date : 2019-05-10 DOI: 10.14434/IJDL.V10I1.24118

Kalianne L. Neumann, T. Kopcha

引用次数: 1

Designing and Developing an Online Self-Regulated Learning Course 在线自律学习课程的设计与开发

International journal of designs for learning Pub Date : 2019-05-10 DOI: 10.14434/IJDL.V10I1.23671

Mariah Krauel-Nix, Norman W. Evans, G. Eckstein, Benjamin L. L. McMurry

{"title":"Designing and Developing an Online Self-Regulated Learning Course","authors":"Mariah Krauel-Nix, Norman W. Evans, G. Eckstein, Benjamin L. L. McMurry","doi":"10.14434/IJDL.V10I1.23671","DOIUrl":"https://doi.org/10.14434/IJDL.V10I1.23671","url":null,"abstract":"The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed. These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42095040","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