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Articles 1 - 6 of 6
Full-Text Articles in Education
This Is My Vision’: How Students Depict Critiques Along With Themselves During Critiques, Jason K. Mcdonald, Esther Michela
This Is My Vision’: How Students Depict Critiques Along With Themselves During Critiques, Jason K. Mcdonald, Esther Michela
Faculty Publications
In this article we consider critiques within the design studio as how students press forward into possible forms of the self that are opened up through studio participation. We contrast this with a view of critiques as primarily being a pedagogical or socialising technique under the control of instructors and other critics. We carried out our inquiry using interviews with six studio students, studying how they depict critiques and how they depict themselves when being critiqued. Students’ depictions of critiques included their being: a) signal in the noise; b) windows into their critics’ character; c) a type of text to …
An Investigation Of Engineering Design Cognition And Achievement In Primary School, Greg J. Strimel, Scott R. Bartholomew, Eunhye Kim, Liwei Zhang
An Investigation Of Engineering Design Cognition And Achievement In Primary School, Greg J. Strimel, Scott R. Bartholomew, Eunhye Kim, Liwei Zhang
Faculty Publications
This study examined the design cognition and achievement results of both kindergarten and fourth grade students engaged in engineering design-based instructional activities. Relationships between design cognition and student grade level, as well as quality of student work, were investigated. 30 concurrent think-aloud protocols were collected from individual primary students as they worked in groups to design and make a solution to a design task. The concurrent think-aloud protocols were examined and coded to determine the duration of time the participants devoted to a pre-established set of mental processes for technological problem solving. Significant differences between kindergarten and fourth grade participants …
Conversational Forms Of Instruction And Message Layer Design, Andrew S. Gibbons Iii, Elizabeth Boling
Conversational Forms Of Instruction And Message Layer Design, Andrew S. Gibbons Iii, Elizabeth Boling
Faculty Publications
This research provides a second point of validation for an architectural theory of instructional design (Gibbons, 2014) by demonstrating a robust theory-layer relationship for the Message layer. Previous research validated the theory-layer correspondence for the Control layer, a companion channel used for conversational exchange between learner and instructional system. This research identifies specific theoretical contributions to message layer design from fields as diverse as dialogic systems, recommender systems, social network software, intelligent tutoring systems, conversation theory, learning sciences, interface design, user experience design, computer software design, and education. An unexpected finding is that analysis at the message level, about which …
Virtual Reality: A Survey Of Use At An Academic Library, Megan Frost, Michael C. Goates, Sarah Cheng
Virtual Reality: A Survey Of Use At An Academic Library, Megan Frost, Michael C. Goates, Sarah Cheng
Faculty Publications
We conducted a survey to inform the expansion of our current Virtual Reality (VR) service in the library. We were primarily interested in user experience, demographics, academic interests in VR, and methods of discovery.
Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi
Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi
Faculty Publications
The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching …
What Difference Does It Make?: Digital Technology In The Theological Classroom, Mary E. Hess
What Difference Does It Make?: Digital Technology In The Theological Classroom, Mary E. Hess
Faculty Publications
Digital technologies can make a difference in helping theological educators to align their Christian convictions and pedagogical strategies more effectively by (1) providing a richer, more multiply intelligent environment within which to learn; (2) providing more opportunities for collaboration; (3) giving teachers a better angle of vision on the challenges their students are facing and the specific assumptions with which they enter courses; (4) providing better access to primary source materials; (5) overcoming constraints of geography and time; and (6) attending to the meaning-making contexts of our students and our communities of faith.