Education Commons^™

Evidence Of The Iste Standards For Educators Leading To Learning Gains, Helen Crompton

Teaching & Learning Faculty Publications

The International Society for Technology in Education (ISTE) empirically designed and published educator standards to provide a roadmap for educators on effective technology integration. The purpose of this further study was to determine what empirical evidence demonstrates that the educator practices have a positive impact on student learning. Using a scoping review methodology, a transparent protocol was used for searching, identifying, and selecting articles that map to the practices within the ISTE Standards. The findings of this study reveal that all the practices in ISTE educator standards led to learning gains. This study is important for researchers, practitioners, funders, and …

The Trustworthiness Of The Cumulative Knowledge In Industrial/Organizational Psychology: The Current State Of Affairs And A Path Forward, Sheila K. Keener, Sven Kepes, Ann-Kathrin Torka

Management Faculty Publications

The goal of industrial/organizational (IO) psychology, is to build and organize trustworthy knowledge about people-related phenomena in the workplace. Unfortunately, as with other scientific disciplines, our discipline may be experiencing a “crisis of confidence” stemming from the lack of reproducibility and replicability of many of our field's research findings, which would suggest that much of our research may be untrustworthy. If a scientific discipline's research is deemed untrustworthy, it can have dire consequences, including the withdraw of funding for future research. In this focal article, we review the current state of reproducibility and replicability in IO psychology and related fields. …

Instructional Message Design: Theory, Research, And Practice (Volume 2), Miguel Ramlatchan (Author & Editor), Elisa L. Shaffer (Author), Marissa A. Jimenez (Author), Spyridoula Tsouganatou (Author), Yolanda Montague (Author), Maria Satre (Author), Brittney Heath (Author), Bradley Sanders (Author), Jim Shifflett (Author), Meghan Soldani (Author), Shuree Altantsetseg (Author), Melissa Hatfield (Author), Casey Kohler (Editor)

Instructional Message Design, Volume 2

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we will visit several foundational theories that guide our research, look at …

Chapter 05: A Brief Introduction To Instructional Message Design In Synchronous Online Learning Technologies, Spyridoula Tsouganatou

Instructional Message Design, Volume 2

This chapter will analyze and discuss concepts related to instructional message design as it relates to synchronous online learning technologies. Synchronous online learning is becoming increasingly popular especially in the pandemic era and it is able to provide students with a lot of opportunities and benefits for their learning processes. This chapter specifically will provide an analysis of the major benefits and challenges of synchronous online learning technologies. It will also discuss learning platforms such as Zoom, that can be used to further provide the reader with concrete examples of an online tool that is able to successfully develop a …

Chapter 06. Instructional Applications Of Augmented And Virtual Reality, Yolanda Montague

Instructional Message Design, Volume 2

Virtual and augmented reality are two examples of message design tools in the arsenal of educators that can be employed in order to create relations between content and the real life experiences of students. Virtual reality can take many forms and augmented reality may be an option that provides more relatable hands on experience for learners. As leaders in education are on a continual journey towards more innovative means of teaching, these two choices provide opportunities for educators to be innovative, while maintaining learning as the primary focus. Within the realm of both virtual and augmented reality, there are many …

Chapter 11: Instructional Message Design In E-Learning, Meghan Soldani

Instructional Message Design, Volume 2

Instructional message design is an essential aspect of an effective e-learning experience for learners. E-learning is the use of online and mobile technologies to develop learning material, content, and applications for online learners. As an instructional designer, it is important to analyze and know your audience, engage the user, use relevant information, and provide a good user experience. Other critical aspects of message design for e-learning include the reduction of extraneous cognitive load, the aesthetic look and feel of the design, designing for learner motivation, and a focused simplicity of design. User engagement can also be encouraged by relevant content …

Chapter 12: Perception In Instructional Message Design, Shuree Altantsetseg

Instructional Message Design, Volume 2

This chapter aims to discuss perception from various academic disciplines and its relations and effects on information processing in instructional message design. Improved awareness of this concept assists instructional designers in conveying their message effectively and improves effective instruction in immersive learning environments. In this chapter, Gestalt, neurological, ecological, and computational perspectives and processes on perception are first discussed and followed by applications in instructional message design and instructional design.

Chapter 13: Web Conferencing Best Practices For K-12 Online Teachers, Melissa Hatfield, Miguel Ramlatchan

Instructional Message Design, Volume 2

There is no shortage of online advice on how to use web conferencing applications like Zoom, that allow for real-time audio, video, and content engagement between teachers and students. While much of this advice is based on practitioner experience, a growing number of guides are now based on applied research and theory. This is one of those later guides, presenting best practices based not only on practical experience but on applied research from instructional message design. While not meant to be an all-encompassing treatise on all things Zoom, this chapter does present and encourage the use of Zoom’s functionality to …

Chapter 01: Message Design For Instructional Designers - An Introduction, Miguel Ramlatchan

Instructional Message Design, Volume 2

Instructional message design is the use of learning theories to effectively communicate information using technology. Design is guided by theories including gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes, among others, the study and the use of typography, color, illustrations, photographs modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques while subsequent chapters …

Chapter 02: Cognitive Load Theory And Instructional Message Design, Elisa L. Shaffer

Instructional Message Design, Volume 2

Cognitive Load Theory’s (CLT) purpose is to aid in the design of messages, instructional and otherwise, so that learning and message retention are more effective. CLT was introduced in 1998 by John Sweller and his colleagues. They used the constructs of three areas of memory, sensory, working, and long-term memory, to develop a theory to address the limited capacity of working memory. Through these efforts, they created the concepts of intrinsic, extraneous , and germane cognitive load and used these concepts to explain how various loads are placed on working memory. The purpose of this chapter is to describe the …

Chapter 03: Multimedia Learning Theory And Instructional Message Design, Miguel Ramlatchan

Instructional Message Design, Volume 2

Multimedia learning theory describes how the designers of instructional messages, systems and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our …

Chapter 04: Instructional Message Design In Moocs, Marissa A. Jimenez

Instructional Message Design, Volume 2

Massive Open Online Courses (MOOCs) are appealing to higher education institutions, as they consider MOOCs a way to reach a large, varied group of students. With a completion rate of less than 10%, however, institutions struggle to maintain MOOCs (Major, 2016). While there is little to no cost for students to enroll in them, the cost for the institution to develop and maintain MOOCs can be high from a time and resource perspective. Improving student motivation and interaction in MOOCs may impact completion rates. Designers of MOOCs could leverage instructional message design strategies to improve social presence, and as a …

Chapter 07. Message Design For Healthcare Simulation, Maria Satre

Instructional Message Design, Volume 2

Simulation is a teaching method that motivates and engages learners (Ifenthaler et al. 2020; Martin & Betrus, 2019), can provide better student performance outcomes compared to traditional classroom education (Chernikova et al. 2020; D’Angleo et al., 2014; Di Natale et al., 2020; Gralnick & Levy, 2011; Pellas et al., 2019), and can even replace some real-world learning experiences (Alexander et al., 2015). Instructional designers who develop healthcare simulations should use relevant learning theory and instructional message design to ensure that the simulation is learner-centered and based in evidence-based practice to maximize the potential for the learning experience.

Chapter 08: Designing With Disabilities In Mind, Brittney Heath

Instructional Message Design, Volume 2

Instructional message designs are everywhere, and not everyone that interacts with the messages do so with ease. We need to begin thinking about those with disabilities while we are creating our designs to make understanding the importance of each message easier for everyone. Some strategies that can be used are: chunking information, using one main theme, and visual supports. This chapter focuses on a few common disabilities that can easily be accommodated: Autism Spectrum Disorder, Specific Learning Disabilities, and Attention Deficit/Hyperactivity Disorder.

Chapter 09: Messaging For Performance - Instructional Message Design In Human Performance Technology, Bradley Sanders

Instructional Message Design, Volume 2

Human performance technology (HPT) is the practice of applying systematic models and methods to uncover the causes of systemic performance issues, particularly within organizations. HPT seeks to improve human performance outcomes by placing an emphasis on the investigation of causal factors outside of training and education deficiencies; only looking for those causes after all factors outside of the individual have been exhausted. In these instances, instructional interventions are chosen to close the identified performance gap and improve performance. This chapter defines HPT as a practice and provides the professional foundation of prominent models and methods used to improve performance. In …

Chapter 10: Game Literacy And Message Design, Jim Shifflett

Instructional Message Design, Volume 2

The popularity of video games with today’s learners requires that educators and instructional designers develop game literacy , or an understanding of game mechanics and design. The purpose of this chapter is to discuss game literacy within the context of instructional message design and to illustrate how video game designers apply and adapt principles of instructional message design to manage cognitive load through an immersive experience. These techniques include customizing the screen to display only necessary information and signaling changes in gameplay through sound cues and cinematic perspective. Game mechanics that foster germane load include tutorial missions and interface design. …

Chapter 14: Zoom Conferencing Best Practices For Professional Presentations, Conferences, And Events, Brian Watkins, Miguel Ramlatchan

Instructional Message Design, Volume 2

The adoption and diffusion of online web conferencing has allowed for expanded access to professional seminars, workshops and webinars. However, unlike in-person, face-to-face presentations, delivering a Zoom Meeting or Webinar creates a number of new and different concerns and configuration challenges that are not present in an in-person event. This chapter summarizes instructional message design best practices for Zoom conferencing and serves as a guide for how to set up your computing environment, physical location, presentation, and how to keep your audience engaged. This section of our instructional message design book also presents a guide to planning for the delivering …

Predicting Language Performance From Narrative Language Samples, Kimberly A. Murphy, Alisha P. Springle, Mollee J. Sultani, Autumn Mcilraith, Language And Reading Research Consortium (Larrc)

Communication Disorders & Special Education Faculty Publications

Purpose: Analysis of narrative language samples is a recommended clinical practice in the assessment of children’s language skills, but we know little about how results from such analyses relate to overall oral language ability across the early school years. We examined the relations between language sample metrics from a short narrative retell, collected in kindergarten, and an oral language factor in grades kindergarten through 3. Our specific questions were to determine the extent to which metrics from narrative language sample analysis are concurrently related to language in kindergarten and predict language through Grade 3. Method: Participants were a sample …

Place-Based Podcasting: From Orality To Electracy In Norfolk, Virginia, Daniel P. Richards, Michael J. Faris (Ed.), Courtney S. Danforth (Ed.), Kyle D. Stedman (Ed.)

English Faculty Publications

No abstract provided.

Experiences During The Implementation Of Two Different Project-Based Learning Assignments In A Fluid Mechanics Course., Orlando Ayala, Kristie Gutierrez, Francisco Cima, Julia Noginova, Min Jung Lee, Stacie Ringleb, Pilar Pazos, Krishnanand Kaipa, Jennifer Kidd

Engineering Technology Faculty Publications

There is growing evidence of the effectiveness of project-based learning (PBL) in preparing students to solve complex problems. In PBL implementations in engineering, students are treated as professional engineers facing projects centered around real-world problems, including the complexity and uncertainty that influence such problems. Not only does this help students to analyze and solve an authentic real-world task, promoting critical thinking, but also students learn from each other, learning valuable communication and teamwork skills. Faculty play an important part by assuming non-conventional roles (e.g., client, senior professional engineer, consultant) to help students throughout this instructional and learning approach. Typically in …

But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck

Teaching & Learning Faculty Publications

Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett & Vanfossen, 2013) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.

Philosophical Underpinnings Of Mathematics Teacher Educator's Work, Elizabeth Suazo-Flores, Signe E. Kastberg, Melva R. Grant, Olive Chapman

Teaching & Learning Faculty Publications

Mathematics teacher educators (MTEs) are turning research lens on themselves to explore their knowledge and practices and with that contribute knowledge to the field of mathematics teacher education. In this working group we build from our exploration of MTEs' work. MTEs will describe their work and their views of knowledge and being in their work as MTEs. We invite MTEs to join our working group and assert that MTEs' discussions of their work will provide opportunities for professional learning that reveals how their knowledge and identity inform their practice.

Review Of: Estrellado, R. A., Freer, E. A., Motsipak, J., Rosenberg, J. M., & Velásquez, I. C. (2021). Data Science In Education Using R. London, England: Routledge, Esther Michela, Robert L. Moore

STEMPS Faculty Publications

Data use in education is continually expanding in scope (Romero and Ventura 2020), and though programming resources are plentiful, those that truly scaffold the learning process are scarce. Data Science in Education Using R by Estrellado, Freer, Motsipak, Rosenberg, and Velásquez is a combination primer and workbook. This format allows the volume to serve as both an introductory R resource aimed to help readers overcome the daunting initial roadblocks to proficiency and familiarize them with educational data uses. We reviewed this book from the perspective of a beginning R user with little other programming background for whom this book is …

Assessment And Learning In Knowledge Spaces (Aleks) Adaptive System Impact On Students' Perception And Self-Regulated Learning Skills, Honda Harati, Laura Sujo-Montes, Chih-Hsiung Tu, Shadow J.W. Armfield, Cherng-Jyh Yen

Educational Foundations & Leadership Faculty Publications

Adaptive learning is an educational method that uses computer algorithms and artificial intelligence (AI) to customize learning materials and activities based on each user's model. Adaptive learning has been used for more than 20 years. However, it is still unique, and no other system could bring more or even similar capabilities than the ones adaptive technology offers, including the application of AI, psychology, psychometrics, machine learning, and providing a personalized learning environment. However, there are not many studies on its practicality, usefulness, improving students' learning skills, students' perception, etc., due to the limited number of institutes investing in this new …

Pair Programming: Leveling The Field For Students With Learning Disabilities, Silvana Watson, Ling Li, Li Da Xu, Wu He, Shana Pribesh, Debra Major, Elizabeth Langran (Ed.), Leanna Archambault (Ed.)

Communication Disorders & Special Education Faculty Publications

This paper is the report on the findings of a three-year study conducted in undergraduate computer science courses. It also describes the changes made to deal with COVID-19 during the summer and fall of 2020. We collected data on over 800 students with approximately 35 students identified as having learning disabilities (LD). These students were not professional programmers in a computer science department; rather, they were students from a Business College. Our preliminary results show that pair programming improved (a) teamwork and communication between the pairs; (b) confidence in students; and (c) comprehension and learning for all students. Thus, our …

When Failure Is An Option: A Scoping Review Of Failure States In Game-Based Learning, F. Eamonn Powers, Robert L. Moore

STEMPS Faculty Publications

As interest in the use of games and gaming elements within learning environments grows, educators and designers may find it easier to account for winning than for losing and failure. This scoping review examines the role of failure and loss within game-based instructional interventions. Because of the varied methods and relatively small number of articles directly addressing the intersection between failure and loss within game-based instructional interventions, a scoping review was undertaken. This review included 14 peer-reviewed articles which explored a range of instructional contexts implementing failure state game mechanics. We identify several key takeaways that indicate how failure state …

Mathematics Teacher Educators Using Self-Based Methodologies, Elizabeth Suazo-Flores, Jennifer Ward, Sue Ellen Richardson, Melva R. Grant, Dana Cox, Signe E. Kastberg, Olive Chapman

Teaching & Learning Faculty Publications

Narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more common choice of mathematics teacher educators (MTEs). This has opened new possibilities and challenges for early career MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018 and 2019, we respond to the need for creating a community where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we continue our focus on mentoring and scholarship on self-based methodologies. We invite English- and Spanish-speaking MTEs with research projects …

What Do Undergraduate Engineering Students And Preservice Teachers Learn By Collaborating And Teaching Engineering And Coding Through Robotics?, Jennifer Jill Kidd, Krishnanand Kaipa, Samuel J. Jacks, Stacie I. Ringleb, Pilar Pazos, Kristie Gutierrez, Orlando M. Ayala, Lillian Maria De Souza Almeida

Teaching & Learning Faculty Publications

This research paper presents preliminary results of an NSF-supported interdisciplinary collaboration between undergraduate engineering students and preservice teachers. The fields of engineering and elementary education share similar challenges when it comes to preparing undergraduate students for the new demands they will encounter in their profession. Engineering students need interprofessional skills that will help them value and negotiate the contributions of various disciplines while working on problems that require a multidisciplinary approach. Increasingly, the solutions to today's complex problems must integrate knowledge and practices from multiple disciplines and engineers must be able to recognize when expertise from outside their field can …

The Inclusive Educational Role Of School Librarians: Supporting Safe Online Behaviors Through A Community Of Peers, Abigail Phillips, Amelia Anderson

STEMPS Faculty Publications

o develop and encourage information literacy skills needed to prevent cyberbullying, online aggression, and other forms of online victimization, teens are in need of digital citizenship instruction and similar digital literacy education in an inclusive environment. This paper is supported by findings from two unique studies conducted by the researchers as well as a rigorous review of relevant scholarship of teacher education and disability studies. First, semi-structured interviews with librarians working with youth (ages 12-18) were conducted and second, an online survey of youth with autism spectrum disorder (ASD) on the digital environment, experiences from engaging online, views of the …

Qualitative Research In Pharmacy Education: An Exploration Of Pharmacy Education Researchers' Perceptions And Experiences Conducting Qualitative Research, Antonio A. Bush, Mauriell Amechi, Adam Persky

Educational Foundations & Leadership Faculty Publications

Objective. To investigate pharmacy education researchers’ experiences in conducting qualitative research and their perceptions of qualitative research in pharmacy education

Methods. A phenomenological approach was used to conduct one-time, in-depth interviews with 19 participants from 12 schools and colleges of pharmacy. Interview transcripts were coded and themes were identified using a modified form of the Sort and Sift, Think and Shift method of data analysis.

Results. Faculty members were the largest subgroup in the sample, followed by graduate students, postdoctoral fellows/scholars, and residents. Pharmacy education researchers had varying levels of training in conducting qualitative research and some had none at …