Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Education
Learning Experience Design As An Orienting Guide For Practice: Insights From Designing For Expertise, Jason K. Mcdonald, Tyler J. Westerberg
Learning Experience Design As An Orienting Guide For Practice: Insights From Designing For Expertise, Jason K. Mcdonald, Tyler J. Westerberg
Faculty Publications
In this paper we consider how learning experience design (LXD) improves designers’ capacities to influence learning. We do this by exploring what LXD offers the design of learning environments that help develop learners’ expertise. We discuss how LXD (a) attunes designers to different learning affordances than are emphasized in traditional ID; (b) challenges the universal applicability of common ID techniques; and (c) expands designers’ views of the outcomes for which they can design. These insights suggest that LXD is useful because it refocuses and reframes designers' work around flexible design approaches that are often deemphasized in traditional ID.
Subject Matter Expert (Sme) Onboarding 101: Improving Development Efficiency And Course Quality Through Sme Training, Heather J. Leslie Phd, Alejandra Lizardo
Subject Matter Expert (Sme) Onboarding 101: Improving Development Efficiency And Course Quality Through Sme Training, Heather J. Leslie Phd, Alejandra Lizardo
Learning Design Center: Staff Scholarship
A common challenge for instructional designers and administrators of online programs is ensuring that projects are completed within the development timeframe and that course content meets high standards for quality. This paper describes a training course that was developed to meet those challenges. The course prepares Subject Matter Experts (SMEs) to work with a design team made up of instructional designers and instructional technologists so that SMEs can plan their course content using a backward design framework. SMEs participate in a fully asynchronous online course with other SMEs where they can collaborate and brainstorm ideas. Having SMEs take an online …
The Everydayness Of Instructional Design And The Pursuit Of Quality In Online Courses, Jason K. Mcdonald
The Everydayness Of Instructional Design And The Pursuit Of Quality In Online Courses, Jason K. Mcdonald
Faculty Publications
This article reports research into the everydayness of instructional design (meaning designers’ daily routines, run-of-the-mill interactions with colleagues, and other, prosaic forms of social contact), and how everydayness relates to their pursuit of quality in online course design. These issues were investigated through an ethnographic case study, centered on a team of instructional designers at a university in the United States. Designers were observed spending significant amounts of time engaged in practices of course refinement, meaning mundane, workaday tasks like revising, updating, fine-tuning, or fixing the courses to which they were assigned. Refining practices were interrelated with, but also experienced …
“Are These People Real?”: Designing And Playtesting An Alternative Reality, Educational Simulation, Jason K. Mcdonald, Jonathan Balzotti, Melissa Franklin, Jessica Haws, Jamin Rowan
“Are These People Real?”: Designing And Playtesting An Alternative Reality, Educational Simulation, Jason K. Mcdonald, Jonathan Balzotti, Melissa Franklin, Jessica Haws, Jamin Rowan
Faculty Publications
In this design case, we report our design and playtest of a form of alternative reality, educational simulation that we call a playable case study (PCS). One of the features that make our simulations unique is how they are designed to implement a principle called This Is Not a Game, or TINAG, meaning that the affordances we design into the simulation suggest to students that the experience they are having is real, in contrast to the way the artificial nature of the experience is highlighted in many computer games. In this case, we describe some challenges we encountered in designing …
Accessible Online Learning: A Preliminary Investigation Of Educational Technologists’ And Faculty Members’ Knowledge And Skills, Patrick R. Lowenthal, Amy Lomellini
Accessible Online Learning: A Preliminary Investigation Of Educational Technologists’ And Faculty Members’ Knowledge And Skills, Patrick R. Lowenthal, Amy Lomellini
Educational Technology Faculty Publications and Presentations
Colleges and Universities have a more diverse student body than ever before—this includes a growing number of students with disabilities. Many of these students are attracted to the flexibility and anonymity of learning online. However, research suggests that students with disabilities often face barriers learning online. Given this, we set out to investigate how faculty and educational technologists are prepared to design accessible online courses and instructional materials. We surveyed 95 educational technologists, directors, and disability access personnel in this exploratory study. In the following paper, we report the results of our inquiry into these professionals’ perspectives on faculty and …
Evaluating The Design And Development Of The “Making Molecules” Simulation: Students’ Perceptions And Recommendations, Pauline Salim Muljana, Jodye I. Selco
Evaluating The Design And Development Of The “Making Molecules” Simulation: Students’ Perceptions And Recommendations, Pauline Salim Muljana, Jodye I. Selco
Educational Leadership & Technology Faculty Publications
Students perceive molecular bonding as an abstract concept; therefore, learning this concept seems uninteresting and difficult. A strategically designed learning object (LO), such as in the form of a simulation, can be used to help students acquire accurate mental images and build appropriate schema in addition to providing a concrete learning experience and encouraging knowledge construction. This paper presents an evaluation of the design and development of the Making Molecules simulation through students’ perceptions of the previous version and recommendations for improving a future version. Data were collected from two online chemistry courses (N = 159) through an anonymous online …