ethanporcaro/eric-fulltext-meta huggingface dataset:
The Human Microbiome World: Using Minecraft to Enhance Microbiology Learning
Author: Vicari, Chris
Date: 2019-00-00
Type: Journal Articles
Subjects: Microbiology,Video Games,Game Based Learning,Science Activities,Curriculum Development,Adolescents,Extracurricular Activities,Science Instruction,Educational Objectives

We designed an activity-based science curriculum that used Minecraft to support microbiology learning for students enrolled in the Lang Science Program at the American Museum of Natural History (AMNH) in New York City. Minecraft offered an option to consolidate complex science content into digestible activities for modeling concepts and demonstrate student mastery. We will (1) present a background of the course, design processes, and how we used Minecraft in the curriculum, (2) describe the design of the educational Minecraft activities, (3) articulate design issues, adjustments, and constraints, and (4) discuss future changes.
Makecourse-Art: Design and Practice of a Flipped Engineering Makerspace in Higher Education
Author: Park, Sanghoon
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Aesthetics,Design,Interdisciplinary Approach,Teaching Methods,Shared Resources and Services,Homework,Video Technology,Teamwork,Cooperative Learning,Problem Based Learning,Engineering Education,Art Activities,Educational Technology,Technology Uses in Education

The Makecourse-Art is a makerspace designed to promote undergraduate students' aesthetic design skills as well as functional design skills using an interdisciplinary team approach at the University of South Florida. To overcome the unique challenges of the Makecourse (earlier version) and to maximize students' design efforts working on an engineering project in the classroom, the Makecourse-Art incorporated a flipped classroom model utilizing two instructional methods with corresponding activities. First, the explicit form of instruction is delivered through asynchronous video lectures/ tutorials, including topics such as Arduino programming, CAD modeling with the Autodesk Maya, Mudbox, and coding skills. Second, interactive team-based classroom activities are offered to students based on student-centered learning theories such as peer-assisted collaborative learning and problem-based learning. In this paper, we present the design case of the Makecourse-Art with detailed descriptions of the components, and explain the key design decisions, obstacles during the design process, and how the challenges were resolved. In addition, we provide step-by-step examples of students' engineering design experiences with visual images.
Welcome to Normalton: Leveraging Effective E-Learning Principles for Adult Learners
Author: Moore, Robert L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Adult Students,Instructional Effectiveness,Electronic Learning,Educational Principles,Learning Modules,Electronic Libraries,Local Government,Land Use,Instructional Design,Public Officials,Governance,Decision Making,Professional Training,Multimedia Materials,Expertise,Cognitive Processes,Difficulty Level,Municipalities,Vignettes,Government School Relationship,State Universities

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.
Development of a Project Management Software Tool: A Design Case
Author: Bellah, Jeremy C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Software,Program Administration,Management Information Systems,Design,College Students,Business Administration Education,Course Objectives,Program Implementation

Java Business Process Model (JBPM) software is the result of a need to have easy to use software that supports the teaching of project management at both the undergraduate and graduate levels of instruction. Existing project management software offerings are not conducive to learning project management techniques as specified in the Project Management Body of Knowledge (PMBOK). This case details the development of the software and describes its use in real world projects. Additionally, it presents empirical evidence that students find the software easy to use and that it enhances their understanding of project management concepts.
Accessible Making: Designing a Makerspace for Accessibility
Author: Steele, Katherine M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Shared Resources and Services,Access to Education,College Students,Students with Disabilities,Academic Accommodations (Disabilities),Program Evaluation,Program Implementation,Inclusion

The purpose of makerspaces is to increase access to &quot;making&quot; among the general community. Because of this social justice orientation, it is important to consider how welcoming and accessible makerspaces are to individuals with diverse abilities, including individuals with disabilities. This design brief examines a three-step process used to make a university-based makerspace more accessible and welcoming to individuals with disabilities including a tour, design activity, and brainstorming session. The process helped identify simple changes that were made to the makerspace, as well as increasing student, faculty, and community access. Using a similar process, other makerspaces could improve the accessibility of their spaces, procedures, and tools.
Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course
Author: Brown, Julie C.
Date: 2018-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Science Education,Minority Group Students,Secondary School Science,Secondary School Teachers,Science Teachers,Beginning Teachers,Student Diversity,Consciousness Raising,Faculty Development,Teaching Methods,Teacher Attitudes,Beginning Teacher Induction,Program Development,Teacher Competencies,Cultural Influences,Curriculum Design

Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally diverse students or increasing their confidence in working with them. In response to this concern, we designed a theoretically- and contextually-grounded induction course to support culturally responsive secondary science teacher development. The purpose of this four-week course was to engage beginning secondary science teachers (1-5 years of teaching experience) in activities, discussions, and reflections raising awareness of the importance of attending to attitudes about culturally diverse students, as well as abilities to incorporate students' backgrounds into science instruction. Course goals included improving teachers': understanding of culturally responsive pedagogy (CRP); sociopolitical awareness and knowledge of their cultural identities; knowledge of and attitudes toward culturally diverse students, their families, and communities; critical reflection on classroom practices; and abilities to design culturally responsive science curriculum units integrating families' funds of knowledge and/or sociopolitical ties. In this paper, we share our design and implementation experiences, as well as teacher outcomes. Continued conversations between researchers, teacher educators, and others involved in advancing culturally responsive science teaching are crucial to the academic success of culturally diverse student populations.
Developing Multi-Disciplinary Skills through a Course in Educational Software Design
Author: Exter, Marisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Skill Development,Courseware,Computer System Design,Educational Technology,Student Projects,Graduate Students,Instructional Design,Graphic Arts,Active Learning,Usability,Computer Interfaces,Teamwork,Second Language Learning,Japanese,Student Satisfaction

This design case covers a graduate course in educational software design that focuses on semester-long projects in response to client requests. The course was intended to address the need for professionals across disciplines, such as instructional design, computer science, and human-computer interaction design, to usefully collaborate on educational software projects. The ability to work on a multi-disciplinary team was fostered in several ways: through recruiting students across multiple majors; providing readings and student presentation topics related to language, processes, and techniques used by each discipline; and by scaffolding the work of multi-disciplinary student groups in a major semester-long project.
The Evolution of Designing E-Service-Learning Projects: A Look at the Development of Instructional Designers
Author: Stefaniak, Jill
Date: 2018-00-00
Type: Journal Articles
Subjects: Instructional Design,Electronic Learning,Service Learning,Adult Basic Education,Decision Making,Program Implementation,Program Evaluation,Program Improvement

This design case will discuss how design strategies evolved through the development and implementation of two e-service-learning project cohorts. The article provides a detailed account for how Designers for Learning launched its first e-service-learning instructional design project to address adult basic education needs. Information and design feedback gathered at the end of project informed design decisions and changes to the process for a second iteration. The authors discuss the rationale for design decisions made throughout the course of these two cohorts as well as recommendations for mentoring and coaching novice instructional designers through a service-learning project.
Refining a Summer Biomedical Research Training Program for American Indian and Alaska Native (AIAN) Students
Author: Lee, Naomi
Date: 2018-00-00
Type: Journal Articles
Subjects: Biomedicine,American Indian Students,Alaska Natives,Ethnic Groups,Academic Achievement,STEM Education,Mentors,Outreach Programs,Summer Programs,Internship Programs,Program Descriptions,Outcomes of Education,Program Design,Barriers,Decision Making,Student Recruitment,Graduate Study,Medical Schools,Program Development,Financial Support,Housing,Health Insurance,College Students

Literature shows that students who enter the science, technology, engineering, mathematics, and medical-related (STEMM) pipeline at earlier stages of their career are more likely to be successful. This is especially true for underrepresented and economically disadvantaged students. Despite the increasing number of students entering the pipeline, American Indian and Alaska Native (AIAN) students still have a higher attrition rate compared to other ethnic groups. Educators and government agencies have worked to improve the success rate for AIAN students across all levels and fields by developing various programs aimed at training and mentorship. In 2007, the National Institute of Neurological Disorders and Stroke (NINDS) of the National Institutes of Health (NIH) in Bethesda, MD, increased their outreach efforts for recruiting AIAN students for the summer internship program. Our goal was to develop a culturally tailored research-training program that could recruit and retain AIAN students into STEMM degrees and careers. We adapted an existing program that provides training in biomedical science and mentorship at an NINDS research laboratory. From 2007 to 2016, of the 41 AIAN interns who participated, 35 (85%) remained in STEMM fields. Five interns obtained post baccalaureate positions at NIH and four entered graduate or medical school. These successful outcomes were brought about only after navigating myriad obstacles. We identified obstacles for AIAN student participation, and made adaptations to the summer internship. We made design decisions regarding recruitment, feasibility, lab placement and mentorship, supporting research and social networking, and sustaining AIAN culture. This design case highlights the obstacles and strategies for success that we developed.
The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process
Author: Vahey, Philip
Date: 2018-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Curriculum Design,Best Practices,Computer Oriented Programs,Preschool Curriculum,Mathematics Curriculum,Educational Games,Student Educational Objectives

The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of &quot;apps for learning&quot; yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a &quot;boundary object.&quot; This boundary object facilitates a design process that allows the design team to focus on both children's engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.
Development of an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert&apos;s Perspective
Author: Hsu, Pi-Sui
Date: 2018-00-00
Type: Journal Articles
Subjects: Graphs,Persuasive Discourse,Middle School Students,Expertise,Educational Technology,Usability,Science Education,Early Adolescents,Science Process Skills,Computer System Design,Instructional Design,Computer Mediated Communication,College School Cooperation

The objective of this design case was to describe the development of an online graph-oriented tool to support the representation of collaborative argumentation for middle school students from a faculty expert's perspective and discuss the processes that were instrumental in developing the tool. Supported by the professional staff in the Digital Convergence Lab (DCL) at Northern Illinois University, a student team was involved in the development process of such a tool. Based on the design document from the design team, the development team developed a prototype and the faculty expert conducted a series of usability tests with 119 middle school students in the United States. Overall, the results of the usability testing suggested that the prototype is targeted at supporting the representation of scientific argumentation. The student participants also provided suggestions for further improvement of the prototype.
The English Present Perfect in Authentic Use and Textbooks: A Corpus-Driven Study
Author: Chareonkul, Chanakarn
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Grammar,Language Patterns,Textbooks,Morphemes,Semantics,College Students,Foreign Countries,Verbs

One of the reasons why EFL learners have difficulties with the English present perfect tense is that little attention has been paid to the relationship between patterns and meanings of the tense (Yoshimura et al., 2014). To fill this gap, the present study takes a corpus-driven approach to the pattern-meaning interface of the present perfect, using British and American English corpora. It is found that the present perfect can express seven groups of meanings: 'accomplishment with relevance to the present', 'continuing from the past to the present', 'change of condition', 'experience', 'recency', 'discovery', and 'possession'. These meanings are found to be associated with distinctive co-occurrence patterns. The corpus-informed insights were then applied to an analysis of present perfect instances presented in textbooks used in Thailand's universities. It is found that the corresponding patterns and meanings can also be found in the sampled textbooks, but the textbooks tend to under-present a core meaning and highlight only a few uses of the present perfect. The study thereby offers a new perspective on the English present perfect and also provides empirical evidence for development of EFL textbooks and teaching materials.
The Most Frequent Opaque Idioms in English News
Author: Hsu, Wenhua
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Patterns,News Media,Language Usage,English Language Learners,Second Language Learning,Newspapers

This research aimed to establish a pedagogically useful list of the most frequent opaque idioms in English news. It began by compiling an idiom search list from six prestigious idiom dictionaries. Through a set of criteria, 4,864 semantically non-compositional idioms were culled as search entries to interrogate the News on the Web (NOW) Corpus--the largest news corpus to date. A total of 525 most frequent opaque idioms were ultimately selected. To verify if they merit pedagogical concern, the 525 idioms were tested on the Voice of America (VOA) News Corpus. Results show that they accounted for 0.59% and 0.61% of running words of the NOW and VOA Corpora respectively. Despite a small percentage, knowledge of opaque idioms may contribute to filling the rift of lexical coverage that individual words fail to account for in news articles. For English learners, this opaque idiom list provides a window to the vast number of idioms used in daily news and can serve as a reference in setting lexical goals at the initial phase of idiom learning.
Research in Critical Pedagogy: Implications for English Language Classrooms in Asia
Author: Valdez, Paolo Nino
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Critical Theory,Transformative Learning,Second Language Learning,Second Language Instruction,English (Second Language),Multiple Literacies,Meta Analysis,Educational Research,Trend Analysis,Foreign Countries

Recent scholarship in English language teaching has identified two important directions in developing sociopolitically responsive education; namely, Post Method Pedagogy and Situated Literacies. In this meta-analytic work, I describe the prominent issues involved in research concerning critical pedagogy in English language teaching research. Specifically, this paper initially examines the theoretical and methodological approaches employed in investigations in the area, and proceeds with identifying established trends and potential issues concerning the applications of critical pedagogy in varied multilingual, multicultural contexts in Asia. Analysis of different investigations in the region suggests that, while critical pedagogy may be responsive to different needs (learner, sociopolitical, cultural), it also focuses on varying productive spaces of engagement, incorporation of multiliteracies and transformational practices.
Review Strategies in a First-Year University Undergraduate Thai EFL Writing Context
Author: Puengpipattrakul, Walaipun
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Second Language Learning,Second Language Instruction,English (Second Language),Writing Skills,Writing Strategies,Student Attitudes,Science Education,Education Majors,Scores,Writing Evaluation,Language Proficiency,Revision (Written Composition),Comparative Analysis,Peer Evaluation,Process Approach (Writing),Feedback (Response),Foreign Countries,Writing Instruction

In response to educational issues at levels from national, institutional, to pedagogical concerns, this study aims to examine the influence and the effectiveness of the review strategies on the writing performance of first-year Thai undergraduates as well as how the perceived strategies are in the students' views. In the mixed-method study, the data were collected from 20 Science and 26 Education students who were enrolled in the 2013 academic year. The main findings are: The statistically significant effect of the review strategies were on the students' writing performance; t(45) = 17.06; p = 0.000 at the 0.05 level. The analyses of the students' writing-task score development from 184 self-revised and peer-revised draft scripts showed that they effectively responded to the self-review strategy better than they did to the peer-review strategy; t(45) = 3.08; p = 0.004 at the 0.05 level. In the multi-dimensional comparisons of writing-score development, both self-review and peer-review strategies can be applied to all three proficiency groups of the Science and Education students. From the scripts of the students' responses to the questionnaires and a semi-structured interview, the findings revealed some insights into aspects of students' affective-cognitive-social-contextual factors. Implications and recommendations for future studies are also considered.