Instructional Media Design Commons^™

Workplace English For Non-Profits: Using Visual And Specific Purposes Pedagogy, Emma K. Brown

2026 Symposium

Between April and June 2025, I designed and taught an English for Specific Purposes (ESP) workshop series for Refugee and Immigrant Connections Spokane (RICS) in Spokane, Washington. The purpose of this workshop series was to provide RICS’s employees, who were advanced English learners, instruction and practice with the nuances of professional communication, especially email communication, and vocabulary unique to their career in a non-profit organization. The workshop was entirely voluntary, provided online over Zoom after their workday had ended, and met once a week for one hour. I designed this workshop series using the pedagogy of ESP: conducting a thorough …

National E-Criteria In Finnish Higher Education: A Tpack-Informed Policy Analysis, Ejike Okonkwo

Essays in Education

Responding to calls for a deeper understanding of contextual factors shaping learning, this paper examines the Digivisio 2030 e-criteria, a recently introduced national higher education quality framework designed to enhance digital pedagogy. Document analysis was used to examine five key features of the e-criteria: research-based, modularity, diversity, accessibility, and availability. The findings reveal that the e-criteria function as structural enablers, offering non-prescriptive guidelines that support reliable and user-friendly digital environments, flexible course design, inclusive teaching practices, equitable access to learning resources, and ongoing reflection on pedagogical processes. These findings are interpreted through a deductive approach using the Technological, Pedagogical, and …

Effectiveness Of Multimodal Communicative Practices In Higher Artistic Education: An Analysis Of Contemporary Approaches, Mariia Tkach, Alla Kozyr, Mykhailo Mymryk, Nadiia Holubytska, Iryna Khomych

Journal of Educational Technology Development and Exchange (JETDE)

The relevance of the study is driven by the fact that in today’s world, higher education is increasingly oriented towards interactivity and the utilization of various resources. The aim of this article is to explore various aspects of multimodality and formulate key communicative practices in higher artistic education. Addressing the stated problem is based on theoretical methodology, including methods such as surveys, analytical approaches including historical and hermeneutic analysis, comparative methods, and systematization. Research findings demonstrate that multimodality effectively enriches the learning process, fosters critical thinking, and deepens understanding of subjects. Digital technologies contribute to enhancing students’ technological literacy, preparing …

How Comics Impact The Process Of Instructional Design, Aaron M. White

All-Inclusive List of Electronic Theses and Dissertations

Despite growing evidence and professional consensus of the educational benefits of comics, the medium has not received much explicit attention within instructional design literature. This very lack of attention leaves instructional designers (IDs) and subject matter experts (SMEs) without the necessary means to integrate comics into higher education curriculum. Drawn from theoretical and empirical evidence found in Mayer’s Multimedia Learning (2021) and Cohn’s The Visual Language of Comics (2014), this dissertation explored how incorporating comics as anchor text into three different courses (face-to-face, hybrid, and online) at three different higher education institutions in the Midwest impacted the dynamics of the …

Multimodality And Transfer In First-Year Composition: A Pedagogical Reflection, Mariah Sebastiani

Symposium Of University Research and Creative Expression (SOURCE)

This research project investigates how my FYC (First-Year Comp) content transfers into my students’ diverse classes, majors, and professional discourses. By interviewing and surveying my past students, I will use transfer theory to evaluate what pedagogical tools and methods lead students to effectively or ineffectively transfer FYC concepts, such as writing process, rhetorical situations, and discourse communities, into their current classes and professional lives. I will also focus on how multimodal activities impacted the learning environment and concept retention. I will interview and survey my students about how FYC knowledge transfers into their other classes. Using this research, I will …

(De)Composition: Earthen Storytelling For Collective Liberation, Priya Subberwal

Graduate Student Portfolios, Professional Papers, and Capstone Projects

This interdisciplinary portfolio is an investigation into ecological communication through pedagogical design, online collaborative learning spaces, digital and print media, and creative writing. Braiding lenses of queer ecology, decolonial studies, anarchism, and collaborative and creative practice, this work hopes to explore the field of environmental communication through avenues that are reciprocal, community-driven, and oriented towards environmental justice and collective, intersectional liberation. Through the three distinct components of 1) the creation and facilitation of an online learning community, the Spiritual Ecology Study Club at Advaya, 2) the editing and production of two issues of Camas Magazine, an environmental literary magazine based …

Healing A Generation; Implementation Of Higher Education Curricula For Venezuelan Journalism Students Living Under Structural Violence To Promote A Transition Into Democracy, José Luis Jiménez-Figarotti Prof.

The SUNY Journal of the Scholarship of Engagement: JoSE

Venezuela's sociopolitical landscape has deteriorated significantly over the past decade, culminating in a profound humanitarian crisis. This ethnography, conducted from 2015 to the present, explores the experiences of a study group comprising 2000 Venezuelan communication college students, aged 17 to 25, who navigate structural violence while striving for quality higher education. The research employed a multifaceted approach, encompassing interviews, focus groups, and observations. Additionally, this qualitative study examines the outcomes of implementing an interdisciplinary journalism curriculum grounded in human rights and media activism, complemented by online sessions and an environmental education component. This educational project aims to foster critical thinking …

Narrative World Building: Creative Applications For Gamification In Study Abroad, Ashley Lear

Publications

This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent …

What Is Pedagogy?: Discovering The Hidden Pedagogical Dimension, Norm Friesen, Hanno Su

Educational Technology Faculty Publications and Presentations

What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit definition. They do so by looking at how pedagogy arises both in everyday life and in school as unavoidably …

Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey

Walden Dissertations and Doctoral Studies

At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …

Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey

Walden Dissertations and Doctoral Studies

At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …

Teachers’ Perceptions Of Technology Integration And Pedagogy In Kindergarten–Grade 5, Megan Alessandra Bailey

Walden Dissertations and Doctoral Studies

At a small, suburban elementary school in the western United States, teachers in kindergarten through fifth grade (Grades K-5) were not consistently implementing technology within instruction. The purpose of this basic qualitative study was to explore the perceptions of Grades K-5 teachers at the elementary school regarding barriers and challenges of technology integration within classroom instruction. The study's conceptual framework consisted of Mishra and Koehler’s framework of technological pedagogical content knowledge (TPACK) and Bandura’s conceptualization of self-efficacy. The research questions concerned the perceptions of teachers who teach within a 1:1 classroom where there is one device for every student, regarding …

Teaching Pedagogy Of Online Vs In-Person Learning: Relative To Osteology, Erik M. Schulz

Department of Anthropology: Theses and Student Research

With the COVID-19 global pandemic and the increasing need for a better way to teach on a global scale, this study focuses on a possible alternative to standard teaching that would address these issues. This research study examines the effectiveness of using 3D-scanned images vs cast bones in teaching human osteology. There are two main teaching concepts examined: the first examines the pedagogy of teaching and assessing if a 3D or online virtual classroom assessment compares favorably to a more traditional method of teaching osteology and other similar courses in a hands-on setting. The second consideration is to assess the …

The Writing’S On The Wall: Using Multimedia Presentation Principles From The Museum World To Improve Law School Pedagogy, Cecilia A. Silver

Dickinson Law Review (2017-Present)

Law school pedagogy is a relic. Nearly 150 years after Christopher Langdell pioneered the case method, the typical doctrinal course remains predominantly a verbal domain, featuring lectures, Socratic dialogue, and final exams. But the visual disconnect between legal education and legal practice does students a disservice. Under the proliferating influence of laptops, iPads, smartphones, and Zoom, students now read, work, and study electronically more than they ever have before. So instead of business as usual, it’s time to embrace “visualization”—using multimedia to enhance, or even supplant, the near-exclusive reliance on language—to build a more vibrant and inclusive learning environment.

Law …

Next Generation Open Textbooks: A Case Study, Christine R. Ingersoll, Larry Sheret

SOJMC Faculty Research

Design Across the Disciplines: Learning the value of communication design through practice” is an OER (open educational resource), digital textbook under prototype testing in a media design course. The text is created in collaboration with a librarian, two faculty from different colleges and two students who have completed the course. This interdisciplinary team was formed with the directive to embrace the powers of design thinking through digital content to develop a product that truly recognizes the needs of the primary users, our students and key stakeholders, the faculty. Several semesters of student feedback provided the insights for considering textbook cost; …

The Power Of Voice: Using Audio Podcasts To Teach Vocal Performance And Digital Communication, Amanda Hill

Journal of Communication Pedagogy

Today’s students often speak through mediated technologies. Thus, understanding how nonverbal cues impact meaning-making is key to understanding effective communication across mediums. This case study explores a group project where students created audio podcasts to teach others about a specific aspect of communication studies while considering the way sound and vocal performance affect the transference of the message. This article examines the use of audio podcasts as a vehicle for teaching university students about the power of paralinguistic and chronemic nonverbal behaviors.

Catholics & Cultures: A Panoramic View In Search Of Greater Understanding, Stephanie M. Wong

Journal of Global Catholicism

While internet-based technologies can open up greater awareness of the world or create self-perpetuating echo-chambers, the Catholics & Cultures project aspires to do the former. Aiming to ‘widen the lens’ on the variety of Catholic communities and practices, the site delivers on this goal by introducing viewers to a vast array of articles, pictures and videos from around the world. The organization of the site by country and by certain key features of lived Catholicism offers some interpretive guidance. However, the project could be strengthened as a pedagogical resource if it were more extensively thematized and hosted reflections on potential …

Teaching Mathematics Education Online: Instructional Theories, Strategies, And Technologies, Angie Hodge-Zickerman, Cindy S. York, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

This overview chapter provides an introduction to instructional theories, strategies, and technologies that can guide teachers new to teaching mathematics (both content and methods) online in a formal online classroom setting. We begin by discussing different types of online learning environments, including synchronous, asynchronous, bichronous, and HyFlex environments. We then focus on different theories, such as cognitive apprenticeship, individualized/personalized instruction, social learning, and inquiry-based mathematics education theories. After that, we focus on some common technologies and strategies, such as think/pair/share, student groups, whiteboards, discussion boards, and more that someone new to teaching mathematics teachers online may use to engage learners.

Secondary Educator Experiences Using Social Media To Influence Students’ Empowerment Skills, Jacqueline Mary Roehl

Walden Dissertations and Doctoral Studies

Social media is a sociopolitical phenomenon with the potential to impact people’s psychological empowerment. The problem is that little is known about the experiences of secondary educators who teach students to use social media in empowering ways for social change. The purpose of this study was to explore secondary educator experiences using social media to influence students’ psychological empowerment skills to understand diverse opinions about community issues and proactively work for social change. This study’s conceptual framework was connectivist theory that learning occurs through online connections and the psychological empowerment principle that people feel in more control when they understand …

The ‘ Dialogic’ Of Pedagogical Design: Elementary Teachers Who Consistently Integrate Digital Technologies, Aaron R. Gierhart

Theses and Dissertations

Despite the pervasiveness of digital technologies in society and educational settings, gaps in digital participation for elementary learners and means-end views of the benefits and effectiveness of digital innovations for teaching and learning persist. The focus on digital technologies at the elementary level must shift to critical pedagogy in order to promote effective teaching and learning and equitable student participation in an increasingly digital society. A teacher’s pedagogy continually evolves across their entire life journey and is never fully mastered; therefore, in order to better understand the development of pedagogical design with digital technologies by elementary teachers, it was vital …

Pedagogical, Attitudinal, And Environmental Influences On Student-Centered Technology Practices Of Elementary Teachers, Shanna Renae Opfer

Walden Dissertations and Doctoral Studies

While much is known about individual influences on teacher technology use, there is a lack of research explaining the overlapping factors of pedagogy, attitude, and environment that intersect to influence teachers’ decisions to use student-centered technology. The purpose of this qualitative interpretive descriptive study was to examine how the intersection of these factors influenced the student-centered technology practices of 14 third through fifth grade teachers in faith-based schools across the United States. The study’s conceptual framework was built on both social cognitive theory and first- and second-order barriers to technology use. Data were collected through virtual interviews with participants who …

Innovation In Pedagogy And Technology Symposium: University Of Nebraska, May 8, 2018, University Of Nebraska

Zea E-Books Collection

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services.

University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE

Technology …

Talk Matters: Graduate Students’ Perceptions Of Online Learner-Learner Interaction Design And Experiences, Eraldine Williams-Shakespeare

USF Tampa Graduate Theses and Dissertations

This study explored the design of learner-learner activities including types of pedagogy and media in online courses and graduate students’ perceptions of social interaction, cognitive learning and overall satisfaction. Data collection and analysis involved both quantitative and qualitative methods following a Sequential Explanatory Model. Data instruments include a modified version of the Community of Inquiry (CoI) Survey version 14b (Swan, Shea, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008), a Rubric for Assessing Interactive Qualities of Distance Learning Courses (Roblyer, 2004), and a semi-structured interview protocol.

A total of 106 graduate students participated in the survey. Twelve of the participants were …

Voices Of Notators: Approaches To Writing A Score--Special Issue, Teresa L. Heiland

Journal of Movement Arts Literacy Archive (2013-2019)

In this special issue of Voices of Notators: Approaches to Writing a Score, eight authors share their unique process of creating and implementing their approach to notating movement, and they describe how that process transforms them as researchers, analysts, dancers, choreographers, communicators, and teachers. These researchers discuss the need to capture, to form, to generate, and to communicate ideas using a written form of dance notation so that some past, present, or future experience can be better understood, directed, informed, and shared. They are organized roughly into themes motivated by relationships between them and their methodological similarities and differences. …

Learning To Teach: Observing And Reflecting, Nancy Nager

All Faculty and Staff Papers and Presentations

This video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.

Factors Affecting Faculty Use Of Video Conferencing In Teaching: A Mixed-Method Study, Juhong Christie Liu, Rob Alexander

Journal of Educational Technology Development and Exchange (JETDE)

Teaching and learning can now utilize a variety of real-time technologies to build online social presence and learning interactions. However, teachers and students must effectively prepare for this experience; and the identification of contextual and perceptual influences become evolving and necessary (Lehman & Conceição, 2010; Liu & Kaye, 2016). In this paper, the authors explore factors that impact faculty use of synchronous video conferencing (VC) in teaching. The two-phase mixed-method study spanned a year, converging qualitative and quantitative approaches through observations and recordings during a 6-week faculty professional development program, a campus-wide survey, and focus groups. Thematic analysis was used …

Reconceptualizing The Work Of A Content Provider For An Online Audience: A Case Study For How Pedagogical Strategies Can Provide Models Of Engagement For Producers Of Entertainment, Diane Cooke

English Theses & Dissertations

With the interconnectivity of the Internet, and the availability of affordable media compositional tools, the proliferation of online media continues to grow exponentially. However, each day is still comprised of a fixed 24 hours, with far fewer hours spent in active media consumption. Considering the global potential for content to be found (Moreville), discovered (Cormier) or spread (Jenkins), content providers are looking for ways to attract, cultivate and hopefully expand their audiences amid all this digital clutter. In the field of entertainment, this challenge is complicated when small content providers are not aligned with an online, curated network such as …

Full Issue: Journal On Empowering Teaching Excellence, Volume 1, Issue 1

Journal on Empowering Teaching Excellence

For our inaugural issue, we reviewed the feedback from our 2016 ETE faculty conference—an event for USU faculty hosted every August on the USU main campus. We identified several of the presenters who received high marks in post-session surveys and invited them to submit a proceedings paper for their presentation. Many responded, and their papers now comprise the majority of this issue. Because most of the articles began as stand-up presentations for a conference, several adopt a first-person narrative style in which the authors share examples of things they have tried in their teaching that have worked. In the process …

The Role Of Pedagogical Beliefs In Emerging Technology Integration: An Exploratory Case Study Of Faculty Perspectives, Marianne Justus

The Qualitative Report

The integration of social media, mobile/wireless and Web 2.0 technologies in higher education supports student engagement locally and globally to create new knowledge using innovative strategies. However, there remains a disconnect between the positive perceptions of faculty regarding the value of integrating technology and its adoption in online contexts. The purpose of this qualitative exploratory case study was to investigate the factors that influence faculty to integrate innovative and emerging technologies, and to consider whether pedagogical beliefs influence choice and adoption of technology. Participants included graduate and undergraduate faculty members who had experience teaching online; were representative of diverse disciplines …

Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson

Department of Teaching, Learning, and Teacher Education: Faculty Publications

While making is typically tethered to narratives of entrepreneurship and business, it can provide a gateway to meaningful interaction and deepened understanding of both content and pedagogy. In this article we provide descriptions of two courses—one each at the pre-service and in-service levels—that engage teachers in making and design practices that we hypothesized would inform their pedagogical and curricular thinking. With a focus on the design of new tools to support teaching and learning through the use of human-centered design practices and digital fabrication technologies, these courses have teachers exploring at the intersection of content, pedagogy, and making. Specifically, they …