ethanporcaro/eric-fulltext-meta huggingface dataset:
Designing a GPS Mobile Tour--A Lesson in User-Centered Design
Author: Clements, Kyle
Date: 2017-00-00
Type: Journal Articles
Subjects: Geographic Information Systems,Telecommunications,Handheld Devices,Assignments,Introductory Courses,Science Instruction,Tourism,Computer Software,Social Environment,Learning Experience,Mentors,Undergraduate Students,Parks,Environment,College Faculty,Teacher Attitudes,Outdoor Education,Computer Assisted Instruction,Course Descriptions,Access to Education,Recreational Activities

This case presents the design of a GPS (Global Positioning Satellite) guided smartphone tour. The tour was a redesign of an assignment for an introductory Physical Science course in which students take a guided tour of a local canyon. The app is downloaded to students' personal devices and provides a guided tour. I am giving special attention to how the user's experience is shaped by the environment, technology and social context which surrounds the tour.
Designing Authentic Personas for Open Education Resources Designers
Author: Baaki, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Instructional Design,Adult Education,Equivalency Tests,High School Equivalency Programs,Profiles,Empathy,Online Courses

To guide designers developing open education resources for adults preparing for a high school equivalency exam, we developed six authentic personas that represented adults without high school diplomas. Our goal was to assist open education resources designers to develop empathy toward their learners and place themselves in their learners' shoes. The purpose of this design case is to share our journey in designing, constructing, and integrating authentic personas for the open education resources designers.
Gamifying a Course to Teach Games and Simulations for Learning
Author: Stansberry, Susan L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Game Based Learning,Teaching Methods,Simulation,Curriculum Development,Curriculum Design,Graduate Students,Educational Technology,Electronic Learning

This design case includes the challenges, considerations, and decisions associated with the design, development, and delivery of a master's level educational technology course on teaching and learning with games and simulations. A master's level course, Digital Games and Simulations in the Classroom, faced redesign in order to add a gamification component to be modeled through 3D GameLab and Shivtr. The design decisions made and resulting issues are detailed in this paper. This paper aims to reveal benefits in two key areas: (a) helping a population of primarily non-gamer educational technology graduate students see games and simulations as viable resources for improving learning and (b) modeling gamification as a means to help instructors use gamification as their own instructional strategy.
Leading a Collaborative Effort: Providing Effective Training and Support for Online Adjunct Instructors
Author: Lowell, Victoria L.
Date: 2017-00-00
Type: Journal Articles
Subjects: Intervention,Graduate Study,Online Courses,Adjunct Faculty,Cooperative Planning,Beginning Teacher Induction,Guides,Teacher Orientation,Formative Evaluation,Feedback (Response),Beginning Teachers,Teacher Competencies,Teacher Persistence,Masters Programs,Faculty Workload,Interpersonal Communication,Administrator Role,Stakeholders

This article describes the design and development of a set of interventions for the training and support of adjunct instructors in a rapidly growing online graduate program at a large, Midwestern research university. These interventions were designed to improve teaching preparation and assistance provided to our adjuncts. During this effort, the online program administrator collaborated with the staff from a higher education partner (Wiley), full-time faculty, and experienced adjuncts to determine what interventions were necessary. The stakeholders were also involved to varying degrees in the design, development, and implementation of the interventions. The interventions include: modifications to the general instructor orientation; check-ins for newly hired adjuncts; creation of course expectation guides; formalization of course orientation; opportunities for adjuncts to collaborate; a mentorship program for inexperienced adjuncts; monitoring and formative feedback for individual adjuncts; the creation of an executive committee and addition of a staff member; and a formative evaluation process to evaluate adjunct training and support. The goal of these changes was to improve the performance and satisfaction of adjuncts, leading to retention of talented online instructors and higher overall student satisfaction. This article addresses the unique design considerations made during the selection of training methods and support services and the related performance measures.
Mistake Detection Videos to Improve Students&apos; Motivation in Math
Author: Luna-Lucero, Myra
Date: 2017-00-00
Type: Journal Articles
Subjects: Identification,Video Technology,Student Motivation,Error Correction,Teaching Methods,Elementary School Mathematics,Grade 4,Adult Students,High School Students

This article describes the design case of an instructional experience incorporating videos of mistakes for students to practice mistake detection and recovery skills. Learning from mistakes is often encouraged, but students may need practical support to address them effectively. The intention of this design is to facilitate adaptive cognitive and emotional responses to handling mistakes. This article documents two distinct but related formats of a mistake recovery design: a personal video recording and pre-recorded videos featuring fourth grade mathematics. These two formats evolved from personal experiences to become a classroom intervention. We trace this design process including the context, theory, and implementation experiences that shaped the design and discuss unforeseen obstacles and design alterations that arose during this process.
Seeing the Unseen-Spatial Visualization of the Solar System with Physical Prototypes and Augmented Reality
Author: Majgaard, Gunver
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Instruction,Grade 6,Astronomy,Computer Simulation,Educational Technology,Technology Uses in Education,Program Design,Visual Aids,Foreign Countries,Spatial Ability,Program Effectiveness

The presented design case gives examples of designing an Augmented Reality learning scenario about the Solar System with 6th grade. The case connects the physical and virtual worlds in Augmented Reality, like 3D planetary globes floating above the textbook. This way, students can interact with digital information embedded in the physical environment. The stakeholders in the design process consisted of researchers in the role of designers, while teacher and students were co-designers and informants. During the process, several physical and digital prototypes were developed and tested. Through the co-design development process, it became clear that the design affordances of Augmented Reality together with the scholastic content of the Solar System invited design potentials such as visualising far away objects by bringing them near i.e. being able to see what is otherwise difficult to perceive. Through the development process, the design potentials of Augmented Reality acted as a lens to access distant realities; included herein visualisation of planet sizes, their relationships, and movement pattern.
Students as Researchers, Collaborators, &amp; End-Users: Informing Campus Design
Author: Huber, Amy M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Interior Design,Research Methodology,Constructivism (Learning),Decision Making,Evidence Based Practice,Student Educational Objectives

Students in undergraduate design programs often lack opportunity to conduct original research and apply their findings to project solutions. Consequently, they struggle with identifying and framing a design problem, understanding the importance of research-based design, and how to appropriately apply research findings to the needs and desires of project stakeholders. In interior design, this unawareness can lead to design solutions that appeal to the eye, but lack defensible rationale and often do not solve the design problem, or meet user needs. Exposure to research methods and collaborations with practitioners may change how students approach design problems by fostering an empathetic understanding of the human experience. This design case describes a project design at two universities where 72 sophomore and junior students collaborated with furniture manufacturer Herman Miller, Inc. to generate original research before applying their findings to the redesign of informal learning spaces in their campus libraries. Constructivist Learning and Backward Instructional Design, guided the design of the project. The result of this engagement, exposed students to research methods and research integration strategies, who outwardly demonstrated more confidence in making decisions during the design process. While the long-term implications from this type of engagement are not yet evident, encouraging students to ground their design ideas on evidence they have gathered, and their analysis of it, may not only shape their future decision making, but potentially lead to more appropriate client solutions and provide students with coveted job opportunities in positions where evidence-based design is highly valued.
The Iterative Redesign of an Online University Course: NDFS 100, Essentials of Nutrition
Author: Erickson, Alyssa Huber
Date: 2017-00-00
Type: Journal Articles
Subjects: Curriculum Development,Online Courses,College Students,Nutrition,Instructional Design,Independent Study,Distance Education,Integrated Learning Systems,Teaching Methods

This design case looks closely at the unique elements of redesigning an online nutrition course from April 2016 to April 2017. The online course was designed, developed, and offered for students through Brigham Young University Independent Study (BYUIS). During the course of one year, the author and stakeholders collaborated and made several iterative changes to the original online course. These iterations were based on the unique context of BYUIS, which included two paradigm shifts: moving courses to a semester-based schedule for BYU Online and shifting to a new Learning Management System (LMS). This context shaped design decisions, including the creation of eight custom animated videos, new artwork on every page, four discussion boards, eleven interactive activities, and several new content pages. Iterative design decisions were initiated by student feedback, faculty experience and collaboration, and design failures. Several production teams at BYUIS (e.g., animation, illustration) contributed to the success of this redesign. This design case seeks to give the reader a vicarious experience of the iterative one-year redesign process.
Using a Design Model as a Scaffold to Create Learning Tools: A Case Study with We! Connect Cards
Author: Littlefield, Chad
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Work Experience Programs,Teamwork,Interpersonal Relationship,Trust (Psychology),Design,Empathy,Employees,Higher Education

This paper explores the development of &quot;We! Connect Cards,&quot; a card-based learning tool intended to support interpersonal relationships across various workplace and learning settings. The designed artifact is a card deck containing 60 cards with a question on the front and an action on the back. We discuss the development process of &quot;We! Connect Cards&quot; within the framework of a 5-phase design model. The purpose of our design paper is to share the design work of &quot;We! Connect Cards&quot; while exploring the utility of this model as a guide for creating and improving the design work. To understand the design case of &quot;We! Connect Cards,&quot; we draw upon relevant Human-Centered Design literature and concepts with an introduction to the chosen design model developed by the Stanford University d.school. Three test cases of the &quot;We! Connect Cards&quot; were conducted in a nonprofit, corporate, and higher education context. We include the scholarly discourse on the value of supporting interpersonal relationship development to situate the reader to the intended use scenario and learning outcome of this card-based tool. We organize the paper by the three iterative cycles of design, each within a nonprofit, corporate, and higher education context, to highlight the valuable insights and fruitful failures of each formative test case.
Design and Implementation of a Web-Based System to Support Collective Reflective Practice
Author: Brailas, Alexios
Date: 2016-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Electronic Publishing,Teacher Attitudes,Computer Software,Information Systems,Usability,Undergraduate Students,Foreign Countries,Internet,Instructional Design,Psychology,Course Descriptions,Blended Learning,Teaching Methods,College Faculty

The objective of this paper is to describe the design case of a web-based system that aims to facilitate the collective reflective practice of a learning group in an academic setting. The technical infrastructure of the system is fully implemented using free web services, which requires minimum technical knowledge or expertise. A key technical component of the proposed system is a web mash-up hub node that filters and aggregates the relevant posts coming from the participating members' blogs. The overall design process, including the theoretical inspiration, the context, and the implementation, is presented in full detail. This design case can be utilized to inform and inspire other educators or reflective practitioners to design similar systems.
Games, Stories and Language: Motivating Second Language Acquisition with Play
Author: Prestopnik, Nathan
Date: 2016-00-00
Type: Journal Articles
Subjects: Game Based Learning,Student Motivation,Second Language Learning,Play,Undergraduate Students,Spanish,Video Games,Design,Learner Engagement,Story Telling

This paper reports a design case for a story-driven language learning game called &quot;Arena.&quot; &quot;Arena&quot; was developed in the design science tradition, where purpose-built artifacts are used as a springboard for scientific inquiry. As such, &quot;Arena&quot; is a vehicle for designers and researchers to study the effectiveness of story-based games for engaging learners, as well as to explore some of the various challenges that manifest when designing and implementing gameful educational experiences. In this design case, we--myself, as author, and by extension, my design team of 14 undergraduate developers and researchers--report on the theoretical underpinnings of &quot;Arena&quot; and then draw contrasts between these and our experiences as practical designers. The contrasts we note include: (a) second language storytelling as a wicked challenge, (b) managing competing requirements for ease-of-use versus meaningful learning and engagement, (c) making playful connections between play and work, (d) the subtle impact of player point of view, and (e) designing for our target demographic of young male gamers.
Juries as Innovation in an Instructional Design and Technology Program: A Saga of Continuous Improvement Efforts
Author: Knowlton, Dave S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Evaluators,Online Courses,Graduate Students,Portfolios (Background Materials),Educational Technology,Student Attitudes,Educational Improvement,Instructional Design,Student Evaluation,Innovation,College Faculty,Educational Objectives,Teacher Attitudes,Scaffolding (Teaching Technique),Evaluation Methods

Academic juries have a long tradition as a method of educating students and assessing their work. This tradition has been limited to a relatively narrow range of disciplines, such as architecture and various fine and performing arts. This article describes the case of an online graduate-level Instructional Design and Technology (IDT) program adopting and adapting a jury structure to support the development and assessment of students' electronic portfolios. A key component of the adoption and adaptation is the continuous efforts to improve the impact of juries across their 10-year implementation (2005-2015) in the IDT program. Therefore, this paper explicates the history of jury establishment and development within the IDT program, reports two evaluations that provide students' perspectives about juries, and details the IDT faculty members' response to those evaluations in an effort to further improve juries as a program-wide innovation.
Designing and Developing an App for a Mixed Methods Research Design Approach
Author: Luo, Shuhong
Date: 2016-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Computer Oriented Programs,Computer Software,Research Training,Educational Technology,Computer Uses in Education,Design

We present the story of how we designed and developed an application that provides expert consultation in mixed methods research--the &quot;Mixed Methods Research Design App.&quot; We provide a description of the key design decisions, the design failures, the related revisions made during the process of designing the app, and the contribution to the design knowledge. We used methodologies consistent with the design and development of an expert system, modified for areas specific to an app, such as user interface design. Being user-centered was the main rationale for our major design decisions. The app has three main sections that help users understand and use domain knowledge in their research project. One design failure was that users felt the app looked overwhelmed. The follow-up refinements included adding more pages to simplify the visual impression of each page, changing the overall navigation structure, and adding more contents to engage users. We conclude that the factors that influenced our design decisions are the end users' experience, domain expert's opinion, technology resources, domain knowledge representation, and general interface design principles.
Designing an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert&apos;s Perspective
Author: Hsu, Pi-Sui
Date: 2016-00-00
Type: Journal Articles
Subjects: Middle School Students,Persuasive Discourse,Teamwork,Cooperative Planning,Visual Aids,Foreign Countries,Design,Educational Technology,Technology Uses in Education,Cultural Differences

The objective of this design case is to describe a cross-cultural, online graph-oriented collaborative argumentation tool for middle school students from a faculty expert's perspective, and discuss the processes that were instrumental in creating the tool. Supported by the professional staff in the Digital Convergence Lab (DCL) at Northern Illinois University, a student team was involved in the design process of such a tool. The team designed two versions of graphic icons to represent the essential elements of argumentation skills. The first version of icon designs used human figures and symbols to represent two groups, five argumentation elements, and one icon for teacher input. After middle school students, in the United States and Taiwan, experienced the icon designs, the design team refined them to be gender and culturally neutral. The design team also modified the design of the user interface throughout the project.
From 2D to Kubi to Doubles: Designs for Student Telepresence in Synchronous Hybrid Classrooms
Author: Bell, John
Date: 2016-00-00
Type: Journal Articles
Subjects: Synchronous Communication,Computer Mediated Communication,Blended Learning,Doctoral Students,Technology Uses in Education,Peer Relationship,Teacher Student Relationship,Classroom Environment

This paper introduces the efforts of Michigan State University's Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET) Ph.D. program. &quot;Robotic telepresence devices&quot; are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. &quot;Synchronous hybrid learning classes&quot; refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.
MASLO: A Mobile Learning Development System
Author: Branon, Rovy
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Software,Open Source Technology,Handheld Devices,Telecommunications,Design,Programming

The Mobile Access to Supplementary Learning Objects (MASLO) is an open source software kit developed by the Advanced Distributed Learning Co-Laboratory (AADLC) at the University of Wisconsin-Extension. The MASLO kit is designed to provide the components for content authoring and delivery on Apple iOS® and Google Android® smart phones. This project built on work from an earlier AADLC effort to develop a high school test preparation mobile application called Revu4u (Review for You). In that project, AADLC team members successfully created a technical framework for delivering smart phone enabled instructional content. While the technical components functioned as intended, virtually no time was spent in Revu4u on creating usable interfaces. Additionally, the Revu4u project was limited in scope to only deliver multiple-choice questions and feedback. The MASLO project focused on usability rather than technological capability and was designed as a more comprehensive instructional content authoring environment. In this article, the authors will describe MASLO as a design case. The purpose is to clearly describe the kit itself, critical design decisions, and the context and situations relevant to understanding the decisions made. Relevant Revu4u processes and outcomes are briefly described as a precedent for MASLO. MASLO is a living, open source project, and this case describes the development of the kit up to August 2012.
A Bilingual University Student&apos;s Acculturation Process in the United States: A Linguistic Case Study for Culturally Responsive Curriculum Development = Amerika Birlesik Devletleri&apos;nde iki dilli bir üniversite ögrencisinin kültürlesme süreci: Kültüre duyarli program gelistirme için dilbilimsel bir durum çalismasi
Author: Hanci-Azizoglu, Eda Basak
Date: 2020-00-00
Type: Journal Articles
Subjects: Bilingual Students,Foreign Students,Student Experience,Korean Culture,Acculturation,Social Adjustment,Culturally Relevant Education,Curriculum Development,Student Diversity,Culture Conflict,Confucianism,World Views,Sex Role,Foreign Countries,Doctoral Students

The present study explores and investigates how a Korean-English bilingual speaker is influenced by her native culture during her acculturation process in the United States (U.S.). This linguistic research study is designed around three main themes. The first theme is the cultural adaptation process of the participant, which is analyzed based on the participant's perceptions about Korean daily life and customs. The second theme refers to exploring the participant's acculturation process within the U.S. along with her socialization stages. For the third theme, the participant's intercultural awareness towards her native culture is explored. The interview data analysis confirmed that the participant experienced a culture shock within her first school year in the U.S. The findings of the interviews indicate that the participant applied particular strategies to overcome her culture shock in order to adapt a new way of life, which would be informative for improving culturally responsive curriculum development strategies.