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- Educational simulations (2)
- Instructional Design (2)
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- Certificate first initiatives; higher education; university matriculation; nontraditional students; retention and persistence rates (1)
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- DBL (1)
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- 加速学習、脳科学、社会学習理論、知源育、学習戦略 (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Dbl Study Reflectivity Journal, Gloria Mora
Dbl Study Reflectivity Journal, Gloria Mora
ScholarsArchive Data
This is a reflectivity journal to document all the steps taken to complete the Thesis "Decision-Based Learning as a Tool for Teaching Statistics in a Peruvian University." This journal documents all the conversations that the researchers have about their understanding of DBL and all the major decisions made it
to complete this study.
１００倍のスピードで外国語を学ぼう！, Yoshihiko Ariizumi
１００倍のスピードで外国語を学ぼう！, Yoshihiko Ariizumi
Learning, Teaching, & Researching Optimization
人はいろいろなメンタルブロックがあるために学び始めたり、それを継続することを断念してしまいます。しかし、言語教育のプロがさまざまな工夫を使って、驚異の学びを実現しました。要するに、やる気さえ継続すれば期待を大きく上まわる結果が出せるのです。さまざまな分野の英知を集めて、その秘訣を伝授します。
Student Retention And Persistence In University Certificate-First Programs, Troy Martin, Randall Davies
Student Retention And Persistence In University Certificate-First Programs, Troy Martin, Randall Davies
Faculty Publications
While access to higher education has grown over the past few years, significant barriers exist for nontraditional students attempting to prepare for and complete postsecondary education. For these students, the traditional methods for acknowledging student achievement do not always work. This research explored the impact of earning professional certificates on nontraditional students’ confidence, motivation, and persistence. Specifically, this study evaluated the matriculation rates between two cohorts of students who participated in the online PathwayConnect program. The mixed-method study found that matriculation rates for students who were encouraged to earn a certificate increased compared to those who followed a traditional path. …
Introducing Undergraduates To Instructional Design In A Graduate Studio: An Experiential, Model-Centered Approach, Rebecca Stull Zundell, William Sowards, Scott L. Howell, Jason K. Mcdonald
Introducing Undergraduates To Instructional Design In A Graduate Studio: An Experiential, Model-Centered Approach, Rebecca Stull Zundell, William Sowards, Scott L. Howell, Jason K. Mcdonald
Faculty Publications
This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course …
Increase Student Engagement In Online Writing Environments, Jonathan Balzotti, Jason K. Mcdonald, Kevin Haws, Amy Allen Rogers, Matthew J. Baker
Increase Student Engagement In Online Writing Environments, Jonathan Balzotti, Jason K. Mcdonald, Kevin Haws, Amy Allen Rogers, Matthew J. Baker
Faculty Publications
This case study explores a type of educational simulation, an alternative reality game we call a playable case study (PCS), and how its use influenced student engagement in an online writing classroom. The goal of the simulation was to help students create professional communication artifacts and experience real-world professional communication situations. This article reports the effectiveness of the playable case study as a tool specifically for online writing instruction (OWI). The context of our research was a PCS called Microcore. Acting as interns for a company, students are asked to investigate a serious problem that occurs and present a solution …
Considering What Faculty Value When Working With Instructional Designers And Instructional Design Teams, Jason K. Mcdonald, Salma Elsayed-Ali, Kayla Bowman, Amy Allen Rogers
Considering What Faculty Value When Working With Instructional Designers And Instructional Design Teams, Jason K. Mcdonald, Salma Elsayed-Ali, Kayla Bowman, Amy Allen Rogers
Faculty Publications
The purpose of this research was to study what university faculty valued when working with instructional designers and instructional design teams to develop educational simulations. We did this through a case study of three faculty, where we analyzed what they discussed among themselves or communicated to other team members about what mattered to them about their team relationships or the design processes they employed. We structured our case report around three thematic issues that expressed how our participants depicted good relationships and processes. Our report concludes with a discussion of how instructional designers could use our findings in their practice.
A Framework For Phronetic Ldt Theory, Jason K. Mcdonald
A Framework For Phronetic Ldt Theory, Jason K. Mcdonald
Faculty Publications
My purpose in this chapter is to offer a reimagined view of theory in the field of learning design and technology (LDT). Instead of viewing theory as an external storehouse of knowledge, or a rule-like system for professionals to apply, in this framework theory is viewed as an orienting aid that supports practitioners as they refine their personal capacities for perception, discrimination, and judgment. Theory plays this orienting role as it offers insights into LDT-relevant practical knowledge, productive heuristics, points professionals towards opportunities to act, or identifies significant patterns and forms of excellence to which they can pay attention as …