Education Commons^™

The Seti Framework And Technology Integration In The Digital Age, Helen Crompton, Diane Burke, Christine Nickel, Agnes Chigona

STEMPS Faculty Publications

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the Covid-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole …

The Educational Affordances And Challenges Of Chatgpt: State Of The Field, Helen Crompton, Diane Burke

STEMPS Faculty Publications

ChatGPT was released to the public in November 30, 2022. This study examines how ChatGPT can be used by educators and students to promote learning and what are the challenges and limitations. This study is unique in providing one of the first systematic reviews using peer review studies to provide an early examination of the field. Using PRISMA principles, 44 articles were selected for review. Grounded coding was then used to reveal trends in the data. The findings show that educators can use ChatGPT for teaching support, task automation, and professional development. These were further delineated further by axial sub …

Identifying Support Structures Associated With Informal Formative Evaluation In Instructional Design, Suzanne Smith, Tian Luo

STEMPS Faculty Publications

Instructional designers perform informal formative evaluation in design practice. An evaluation may be used to locate errors in alignment of instructional objectives or to increase the quality or effectiveness of a design. An instructional design review is similar to peer reviews in higher education which are often structured, and tools are provided to contribute to the review. A study was performed to identify the support structures and tools that contribute to building a community of feedback within the practice of instructional design reviews. Six instructional designers and design managers were interviewed to gather the processes they use in design reviews …

Types Of Teacher-Ai Collaboration In K-12 Classroom Instruction: Chinese Teachers' Perspective, Jinhee Kim

STEMPS Faculty Publications

The advancing power and capabilities of artificial intelligence (AI) have expanded the roles of AI in education and have created the possibility for teachers to collaborate with AI in classroom instruction. However, the potential types of teacher-AI collaboration (TAC) in classroom instruction and the benefits and challenges of implementing TAC are still elusive. This study, therefore, aimed to explore different types of TAC and the potential benefits and obstacles of TAC through Focus Group Interviews with 30 Chinese teachers. The study found that teachers anticipated six types of TAC, which are thematized as One Teach, One Observe; One Teach, One …

Book Challenges Popping Up All Over: What Do School Principals Need To Know?, Samantha Laine Hull, Sue Kimmel

STEMPS Faculty Publications

This chapter provides practical advice and reasons for school leaders to support students' intellectual freedom through their support of school libraries and school librarians. The chapter begins with a short but critical literature review that includes case law on the topic of censorship in schools. The concerns of teachers and librarians from a recent study are summarized and help build the foundation for practical and ready to use advice for any school leaders to uphold the intellectual freedom of all students.

The Theory Of Learning In Micro: Context & Explanation, Irene A. Bal, Mohammad Shams Ud Duha, Okan Arslan, Jessica Collier, Paula Marcelle, Annetta Dolowitz, Jamie Brernhardt, Meg Swanson, Monalisa Dash, Bohdana Allman (Ed.), Heather Leary (Ed.), Royce Kimmons (Ed.)

STEMPS Faculty Publications

The Theory of Learning in Micro is a proposed theory on how people micro-learn. This theory is based on the hypothesis that learning is a continual process better supported with smaller, more focused learning resources and activities. Based on two main beliefs, knowledge and design, The Theory of Learning in Micro was crafted as a foundation for how people learn in micro, providing a set of beliefs and assumptions for the microlearning design and development community.

Comparing The "Value Of Information Services" For Providers And Vulnerable Patrons: A Mixed-Methods Study With Academic Libraries And Students With Disabilities, Devendra Potnis, Kevin J. Mallary

STEMPS Faculty Publications

Introduction. This multi-year, mixed-methods study compares (a) the reasons administrators and librarians of academic libraries invest in assistive technology for delivering information services to students with disabilities, with (b) the benefits that influence these students’ intention to use AT.

Method. In the first phase, 50 library administrators and 22 librarians from 186 public universities across the US shared their top-three reasons for investing in assistive technology through a qualitative survey. In the second phase, 322 students with disabilities from the same institutions completed a quantitative survey, in which respondents shared individual-level benefits that influence their intention to use assistive technology. …

How It Course Improves Digital Competencies: An Experimental Study In Science Education, Mustafa Tevfik Hebebci, Helen Crompton

STEMPS Faculty Publications

The rising significance of technology in society has caused a surge in the requirement of individuals possessing digital competencies. In the current era, digital skills are progressively vital for both personal and occupational growth. Governments have acknowledged the value of digital competencies and have incorporated them as part of fundamental proficiencies in numerous countries. Pre-service teachers have a paramount role in molding forthcoming generations, highlighting their necessity to possess robust digital competencies. This research centers on how an "Information Technologies in Science Education" course influences the digital competency progression in pre-service teachers. The study deployed a pre-test post-test experimental design …

Universal Design For Learning Implementation In Higher Education: Survey Of Faculty And Instructional Designers, Breanne A. Kirsch, Tian Luo

STEMPS Faculty Publications

Universal design for learning (UDL) is an inclusive design framework. Faculty and instructional designers were surveyed to investigate UDL implementation in higher education. This survey was based on one used by Westine et al. (2019). Results about how faculty and instructional designers learn about UDL, how instructional designers train and support faculty in UDL, and why and how participants choose to employ UDL are shared. The results from this study have provided new findings in relation to faculty and instructional designer UDL implementation efforts in higher education that have implications for training and supporting faculty with UDL application efforts.

Treating A Viral Culture: Using Cultural Competency And Social Informatics To Design Contextualized Information Literacy Efforts For Specific Social Information Cultures, Rachel N. Simons, Aaron J. Elkins, Shengnan Yang (Ed.), Xiaohua Zhu (Ed.), Pnina Fichman (Ed.)

STEMPS Faculty Publications

This chapter proposes a novel theoretical framework, Social Information Cultural Competency (SICC), that may be used for designing contextualized information literacy efforts. The SICC approach leverages the frameworks of social informatics, cultural competency, and psychosocial understandings of information behavior to encourage information professionals to develop more nuanced understandings of specific social information cultures. After defining this approach, the chapter then applies the SICC framework to a case study considering information literacy interventions addressing a social information culture engaged in sharing COVID-19 misinformation through social media. As part of this case study, the chapter discusses three current information literacy approaches to …

Building Belonging Into The System, Kristin Herman, Michelle Gill

STEMPS Faculty Publications

This design case documents how a K-12 district took steps to systemically support virtual student wellness and belonging. Plans for course design to support social-emotional-academic learning (SEAL) competencies, increase perception of belonging, and create safe, predictable learning environments characteristic of a trauma-informed approach to teaching and learning are shared. The assumption virtual learners are not looking to experience belonging and cannot be successful unless they already have strong SEAL skills is challenged. Rather, the positioning of SEAL competencies as learning objectives rather than necessary prerequisites to access online learning proved to contribute to more equitable learning opportunities.

Authentic Learning Design Failures: The Need For Learner And Contextual Analysis And Participatory Design, Mohan Yang, Jon Harbor

STEMPS Faculty Publications

This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corre- sponding contributing factors. The failures …

Designing For Accessibility In Online Learning: A Design Case, Mohan Yang, Victoria Lowell, Yishi Long, Tadd Farmer

STEMPS Faculty Publications

Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide …

"We Collect Tons Of Data... We Report What We Think Our Community Cares The Most About... We Learn So Much From It:" School Librarians' Evidence Collection And Sharing Practices, Jennifer Moore, Maria Cahill, Jeffrey Discala, Wanyi Wang

STEMPS Faculty Publications

Evidence-based practice (EBP) offers school librarians a systematic process for developing, assessing, and revising their school library programs. Two of the seven steps in this process involve collecting and sharing meaningful evidence with appropriate stakeholders, often for advocacy purposes, strategically selecting communication channels and methods aligned with target audiences. Through a survey collecting both quantitative and qualitative data, 161 school librarians in Kentucky, Virginia, and Texas shared their experiences with evidence-based practice. The study reported here focuses on school librarians’ evidence collection and sharing practices. Findings indicate school librarians collect easily obtainable data and share evidence of practice widely; however, …

A Complicated Legacy Defines School Librarians As Teachers, Mary Keeling

STEMPS Faculty Publications

The article analyzes how the legacy of school librarianship inform the future of school librarians as teachers. Topics discussed include lower test scores and fewer opportunities to develop critical thinking and digital literacy skills among students, need for the federal government to recognize the importance of school libraries and how well-staffed school library with a qualified librarian can provide essential services and resources.

Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo

STEMPS Faculty Publications

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers …

Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy, Elizabeth A. Burns

STEMPS Faculty Publications

Libraries are charged with being inclusive spaces for all patrons. Library (library and information science [LIS]) preparation programs, by extension, must prepare the next generation of librarians to meet the needs of an increasingly diverse population. It is imperative that today’s librarians are equipped to infuse diversity, equity, and inclusion (DEI) theory with best practice when establishing policy and procedure for the library environment, staff, and programing. With little research and no established protocol in LIS education, it is unclear how pre-service librarians are trained in DEI to meet the needs of all users. This exploratory study used a participatory …

School Library Advocacy: Enhancing Opportunities For All Learners, Elizabeth A. Burns

STEMPS Faculty Publications

There is a lack of consistency in how school librarians understand and engage in advocacy for their programs and the profession (Burns, 2015; Lance & Kachel, 2018). It is important that school librarians demonstrate the positive impact they contribute to improving instruction for student learners and advancing access so that all learners have equal opportunities. The school library and school librarian should be available to each student (Kachel, 2021). The School Library Manifesto (2021) includes language to support a strong school library with a qualified school librarian. Advocacy goals can be highlighted throughout this critical set of school library guidelines. …

Blast-Building Leaders For Advancing Science And Technology: A Partnership Between The Virginia Space Grant Consortium And The University Of Virginia, Virginia Polytechnic Institute, And Old Dominion University, Cynthia Tomovic, Mary Sandy, Julie Back, Vukica Jovanovic, Kim Lester, Edward Murphy, Sueanne Mckinney, Mileta Tomovic

STEMPS Faculty Publications

This paper presents the development and delivery of educational summer intensive programs for high school students that are designed to encourage students’ interests in the STEM-related fields and the motivation to pursue a STEM-related degrees in college. BLAST (Building Leaders to Advance Science and Technology) is designed as a summer-intensive, residential, on-campus STEM-learning experience for rising ninth and tenth graders. With the intention of improving the STEM-related workforce pipeline in the Commonwealth of Virginia, Virginia Space Grant Consortium (VSGC) offers multiple BLAST programs across the Commonwealth. BLAST programs are designed as intensive three-day, STEM-related three-hour lecture-lab experiences that are reinforced …

Instructional Design Learners Make Sense Of Theory: A Collaborative Autoethnography, Holly Fiock, Sally Meech, Mohan Yang, Yishi Long, Tadd Farmer, Nathan Hilliard, Adrie A. Koehler, Zui Cheng

STEMPS Faculty Publications

Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges are generally understood, little is known about the sensemaking process of learners as they encounter these challenges in pursuit of deeper theoretical understanding. Using a collaborative autoethnographic approach, six ID learners investigated their sensemaking experience within an advanced ID theory course. Autoethnography, a form of qualitative research, focuses on self-reflection “to …

Fostering Cognitive Presence In Online Courses: A Systematic Review (2008-2020), Robert L. Moore, Courtney N. Miller

STEMPS Faculty Publications

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

Conducting A Formative Evaluation On A Course-Level Learning Analytics Implementation Through The Lens Of Self-Regulated Learning And Higher-Order Thinking, Pauline S. Muljana, Tian Luo, Greg Placencia

STEMPS Faculty Publications

Self-regulated learning (SRL) and higher-order thinking skills (HOTS) are associated with academic achievement, but fostering these skills is not easy. Scholars have suggested an alternative way to scaffold these important skills through learning analytics (LA). This paper presents a formative evaluation of a course-level LA implementation through the lens of self-regulated learning (SRL) and higher-order thinking skills (HOTS). We explored the changes in students’ SRL, HOTS, and perceptions at the end of the course term. Results indicate an increase in some elements of SRL and HOTS, and positive student perceptions. Discussion on implications and opportunities for informing future teaching strategies …

Organizational Analysis In Preparation For Lms Change: A Narrative Case Study, F. Eamonn Powers, Robert L. Moore

STEMPS Faculty Publications

Collaboration and teamwork are concepts routinely attributed to organizational success and successful change management. Yet often the details of these collaborative experiences are limited to participants in the team involved. In this case study we highlight how a learning experience architect, as part of an organizational working group, could leverage human performance technology (HPT) principles to lead the analysis efforts surrounding an LMS platform change at a professional training organization. Human performance technology is the study and practice of improving productivity in organizations. This includes designing and developing effective interventions, processes, and methodologies that are ethical, results-oriented, comprehensive, and systemic …

Overview Of Standards For Technological And Engineering Literacy (Other), Philip Reed, Tyler Love, Scott Bartholomew, Kelly Dooley

STEMPS Faculty Publications

In 2020, the International Technology and Engineering Educators Association (ITEEA) published Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education (STEL) [1]. These standards open with a clear rationale why all Pk-12 students should study technology and engineering:

Technology and engineering are pervasive in all aspects of our lives. Every human activity is dependent upon the products, systems, and processes created to help grow food, provide shelter, communicate, work, and recreate. As the world grows more complex, it is increasingly important for everyone to understand more about technology and engineering [1, p. 1].

The …

Research In Action: Impacting Library Communities With Field-Based Projects, Elizabeth A. Burns

STEMPS Faculty Publications

Our library and information studies (LIS) program is grounded in the principals of social justice, leadership, and authentic practice. One way candidates of the program meet these ideals is through participation in a required internship. During the internship students complete an independent project on site at their internship location.

Using Elliot’s (1991) steps of action research, the students in the internship course identify an issue, collect or use data to inform action, analyze the findings, and reflect on the results. An initial needs assessment is conducted. This includes establishing a rationale to inform practice. Students then implement a hands-on response …

Orientation Online: The Surprising Benefits Of Virtual New Faculty Orientation, Kristin Herman, Patricia Davidson

STEMPS Faculty Publications

This design case documents the reimagination of new faculty orientation for a mid-sized public university due to the COVID-19 global pandemic. This fully virtual iteration was facilitated during the summer of 2020 and is compared both to previous in-person iterations of new faculty orientation as well as a blended modality version of the orientation program offered in 2021. The redesign is explained using language from Puntedura’s (2006) Substitution- Augmentation- Modification- Redefinition (SAMR) model of technology application in distributed learning. Such terminology provided a helpful common vocabulary for a design team pressured to determine which elements of orientation needed to be …

Past Precedent Reconciling Established Multimedia Principles In 3d Virtual Learning Environments, Kristin Herman, Jim S. Shifflett, Courtney W. Schoolmaster, Charles Thull, Noah Glaser

STEMPS Faculty Publications

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on …

Women Students Learning A Stem Subject: An Analysis Of Note-Taking Practices In A Civil Engineering Course And The Association With Self-Efficacy, Cognitive Engagement, Test Anxiety, And Course Achievement, Monica Palomo, Pauline Muljana

STEMPS Faculty Publications

Women students are underrepresented in STEM education. The completion rate of women students in an engineering program are known to be low. Alongside this, the COVID-19 pandemic still occurs, threatening people’s health, leading to anxiety and depression, and influencing students’ learning. Numerous studies have displayed a negative association between self-efficacy and test anxiety, especially in quantitative subjects. All together may distract students from focusing on their cognitive goals. In turn, students may not be able to concentrate, disrupting their cognitive engagement to grasp knowledge. The present case study is aimed to investigate the note-taking strategies used in a fully-synchronous Civil …

Examining The Impact Of Online Math Games On Student Performance And Attitudes, Tian Luo, Catherine Hickman, Pauline Muljana

STEMPS Faculty Publications

Low mathematics scores in the U.S. have been pressing the educators to find engaging strategies and effective tools to promote math performance. While emerging technologies, such as digital math games, show promises in improving mathematical education, existing studies have garnered mixed findings and thereby necessitating further investigation. This study aims to examine the impact of skill-based online math games on students’ math performance and attitudes, as well as students’ perceptions of the games. Thirty-eight students ranging from fifth to eighth grade participated in the study. The results showed a mixed picture of the impact of the online games on math …

Opportunities For Autism Information Shared Through Professional Conferences, Amelia Anderson, Selena Layden, Crystal Stang (Ed.), Jennifer L. Branch-Mueller (Ed.)

STEMPS Faculty Publications

With prevalence most recently reported at 1 in 44 (Maenner et al., 2021) children diagnosed with autism spectrum disorder (ASD) in the United States, school librarians can and should expect to see these children in their schools and in their libraries. However, previous work indicates that school librarians are not being provided with an adequate education about this in their graduate coursework (Layden, Anderson, & Hayden, 2021). This study expands upon previous work to explore the preparation of school librarians about autism by examining the previous five years of state library conference programs.