Instructional Media Design Commons^™

Finding Lost & Found: Designer’S Notes From The Process Of Creating A Jewish Game For Learning, Owen Gottlieb

Articles

This article provides context for and examines aspects of the design process of a game for learning. Lost & Found (2017a, 2017b) is a tabletop-to-mobile game series designed to teach medieval religious legal systems, beginning with Moses Maimonides’ Mishneh Torah (1180), a cornerstone work of Jewish legal rabbinic literature. Through design narratives, the article demonstrates the complex design decisions faced by the team as they balance the needs of player engagement with learning goals. In the process the designers confront challenges in developing winstates and in working with complex resource management. The article provides insight into the pathways the team …

Introduction: Jewish Gamevironments – Exploring Understanding With Playful Systems, Owen Gottlieb

Articles

The study of Judaism, Jewish civilizationi, and games is currently comprised of projects of a rather small set of game scholars. A sample of our work is included in this issue.

Designing Authentic Learning Activities To Train Pre-Service Teachers About Teaching Online, Tian Luo, Alexander Murray, Helen Crompton

Teaching & Learning Faculty Publications

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it …

John A. Henschke's Vita Updated 2017, John A. Henschke Edd

IACE Hall of Fame Repository

This vita includes my professional exploits and some personal experiences.

Connect Oer Annual Report, 2016-2017, Brady Yano

Copyright, Fair Use, Scholarly Communication, etc.

Earlier this year, SPARC launched Connect OER—a platform to share and discover information about Open Educational Resources (OER) activities at campuses across North America. Through Connect OER, academic libraries create and manage profiles about their institution’s efforts on OER, producing valuable data that we use to populate a searchable directory and produce an annual report.

As the first Connect OER Annual Report, this document summarizes insights from the Connect OER pilot, which ran from May - July 2017. The data encompass 65 SPARC member libraries spanning 31 U.S. states and five Canadian provinces who participated in the pilot. Our analysis …

Lessons Learned While Escaping From A Zombie: Designing A Breakout Edu Game, Wendy L. Rouse

Faculty Publications, Social Sciences

I discovered Breakout EDU over a year ago while researching innovative teaching methods that spark student engagement. Firmly believing in the importance of play and the value of games in history education, I found the Breakout EDU idea intriguing and wanted to try it in my own classroom.

New Design Principles For Mobile History Games, Owen Gottlieb

Presentations and other scholarship

This study draws on design-based research on an ARIS–based mobile augmented reality game for teaching early 20th century history. New design principles derived from the study include the use of supra-reveals, and bias mirroring. Supra-reveals are a kind of foreshadowing event in order to ground historical happenings in the wider enduring historical understanding. Bias mirroring refers to a nonplayer character echoing back a player’s biased behavior, in order to open the player to listening to alternative perspectives. Supra-reveals engendered discussion of historical themes early in the game experience. The results showed that use of a cluster of NPC bias mirroring …

Time Travel, Labour History, And The Null Curriculum: New Design Knowledge For Mobile Augmented Reality History Games, Owen Gottlieb

Articles

This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to …

Using World Of Warcraft To Teach Research Methods In Online Doctoral Education: A Student-Instructor Duoethnography, Chareen Snelson, Christopher I. Wertz, Kimberly Onstott, Jason Bader

Educational Technology Faculty Publications and Presentations

The educational potential of games has captured the ongoing interest of scholars and educators who have sought to understand when, how, and under what conditions games support the teaching and learning process. General knowledge of how games support literacy, scientific thinking, or social learning has been theorized and researched, but some applications of game-based learning remain unexplored. One area where much remains to be learned is within online doctoral education and particularly in the poorly understood area of research methods education. In this study, three doctoral students and an instructor collaboratively fieldtested a set of instructional activities within World of …

Evaluating Tech Tools For Literacy: A Research-Based Checklist, Todd Cherner, Peggy Hopper

Curriculum and Instruction Faculty Publications and Presentations

With an emphasis placed on students reading and writing digitally, this presentation offers attendees a resource they can use to evaluate the literacy implications for using different apps and websites.

Involving Literacy And Technology: An Action Research Study To Improve Teacher Candidates’ Practice, Todd Cherner, Kristal Curry

Curriculum and Instruction Faculty Publications and Presentations

As reflected in the new generation of “college- and career-ready” standards, developing students’ literacy abilities has become an educational initiative. In addition, software developers are continually releasing a range of educational website, apps, and programs intended to support student learning. The challenge then becomes how teachers can use these evolving instructional technologies to develop their students’ literacy abilities by combining them with their content and pedagogical knowledge. In this action research project, two teacher educators set out to study how their candidates used instructional technology during their internship for these purposes. In this article, the researchers will provide a background …

Site Joint Sig Symposia: A Collaboration Between The K-12 Online Learning Sig And Distance Learning Sig: How Higher Education And K-12 Online Learning Research Can Impact Each Other, Rick Ferdig, Leanna Archambault, Kerry Rice, Margaret Niess, Trisha Litz, Amy Garrett-Dikkers, Aimee Whiteside, Michael Barbour, David Marcovitz, Antoinette Davis

EKU Faculty and Staff Scholarship

Facilitated by Rick Ferdig of Kent State University and editor of JTATE, this Symposia brings together the work of the K-12 Online Learning SIG and the Distance Learning SIG communities and focuses on presentations from scholars in the field whose work has implications for both higher education and K-12 online learning. This Symposia will have nine panelists who will each present their work and then talk specifically about how their work can inform both K-12 and HE. Included in the list of Higher Education-focused panelists are Trisha Litz of Regis University, Maggie Niess of Oregon State University, Antoinette Davis of …

Rethinking Lifelong Learning With Thailand For The 21st Century [Part 2], John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Workable St. Louis, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Lost & Found: Order In The Court -- The Party Game, Owen Gottlieb, Ian Schreiber

Presentations and other scholarship

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context.

The Lost & Found games project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy.

The second game in the series, Lost & Found: Order in the Court …

Lost & Found, Owen Gottlieb, Ian Schreiber, Kelly Murdoch-Kitt

Presentations and other scholarship

Lost & Found is a strategy card-to-mobile game series that teaches medieval religious legal systems with attention to period accuracy and cultural and historical context.

The Lost & Found games project seeks to expand the discourse around religious legal systems, to enrich public conversations in a variety of communities, and to promote greater understanding of the religious traditions that build the fabric of the United States. Comparative religious literacy can build bridges between and within communities and prepare learners to be responsible citizens in our pluralist democracy.

The first game in the series is a strategy game called Lost & …

Design-Based Research Mobile Gaming For Learning Jewish History, Tikkun Olam, And Civics, Owen Gottlieb

Articles

How can Design-Based Research (DBR) be used in the study of video games, religious literacy, and learning? DBR uses a variety of pragmatically selected mixed methods approaches to design learning interventions. Researchers, working with educators and learners, design and co-design learning artifacts and environments. They analyze those artifacts and environments as they are used by educators and learners, and then iterate based on mixed methods data analysis. DBR is suited for any "rich contextualized setting in which people have agency." (Hoadley 2013) such as formal or informal learning environments.

The case covered in this chapter is a mobile Augmented Reality …

Involving The Adult Learner, John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Rethinking Lifelong Learning With Thailand For The 21st Century [Part 1], John A. Henschke Edd

IACE Hall of Fame Repository

No abstract provided.

Integrating Design Thinking Into A Methods Course, Zoe Falls, Brandy C. Judkins

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

As a part of their methods course in teaching English language learners, Brandy's TEAC 317 and 813M students: visit and learn about the CEHS Research & Design Studio explore and critically analyze a tool that might be in their classroom in small groups or as a whole class, work through the ideation stage of the Stanford d.School model of design thinking identify a problem related to teaching or working with English language learners and brainstorm ways to address they problem, potentially via creation of a technological tool or a new physical one begin plotting what their new tool would do, …

Educational Apps In The Blended Learning Classroom: Bringing Inquiry-Based Learning Into The Mix, Todd Cherner, Alex Fegely

Curriculum and Instruction Faculty Publications and Presentations

With schools investing heavily in mobile technologies and emphasizing blended learning lessons, teachers are being required to create learning experiences that utilize these technologies to further prepare secondary students for college and the workforce. In this article, the authors first present a brief vignette intended to be representative of the emotions and pressures facing teachers as they prepare to teach with these new technologies. Next, the authors provide a framework teachers can use to create app-based lessons, which are lessons that use multiple apps to engage students in an inquiry-based learning experience. To provide further support, the authors include two …