Instructional Media Design Commons^™

Making Online Group-Work Work: Scripts, Group Awareness And Facilitation, Peter Reimann

2009 - 2019 ACER Research Conferences

Even though group work for learning is a well-established and extensively researched pedagogy, teachers find it still challenging to engage students in productive collaborative learning that extends over time (e.g. weeks – in the context of project-based learning) and is computer-mediated in addition to being classroom-based. I introduce three practices that have been shown to foster collaborative knowledge production and learning: first, group scripts; second, knowledge building and knowledge awareness; and third, group facilitation. I discuss how teachers can integrate these into their teaching practices to address three challenges to productive group learning: unequal participation, lack of awareness, and stratified …

How Mother And Father Support Affect Youths’ Interest In Computer Science, Jody Clarke-Midura, Frederick J. Poole, Katarina Pantic, Chongning Sun, Vicki Allan

Instructional Technology and Learning Sciences Faculty Publications

Parental support is a predictor of children’s career interest and aspirations. However, mother and father support affects youth career choices differently. To understand how perceived mothers’ and fathers’ support affect career interest in computer science (CS), we developed two path models using both mother and father support gains to predict youths’ interest in CS. We hypothesized that perceived father’s and mother’s support would relate to youths’ interest in CS via youths’ perception of CS utility value as a mediator. We found that both mother and father support leads to interest in CS. However, father support was found to affect CS …

From Soliciting Answers To Eliciting Reasoning: Questioning Our Questions In Digital Math Tasks, Heather L. Johnson, Gary Olson, Amber Gardner, Amy Smith

Colorado Mathematics Teacher

How can classroom teachers and task designers pose questions to promote students’ reasoning? The authors share a Toy Car task, developed in Desmos, then provide three design principles guiding task questions.

Specifying Human Performance Solutions Through Well‐Formed Business Requirements, Peter C. Honebein

Organizational Performance and Workplace Learning Faculty Publications and Presentations

Are you looking for a way to communicate the results of gap and cause analyses to your clients and stakeholders clearly, simply, and quickly? Writing business requirements is a method for documenting key human performance accomplishments. Through well‐formed business requirements, human performance practitioners are more able to discover creative and effective training and non‐training solutions across the six boxes of the behavior engineering model.

The Lost & Found Game Series: Teaching Medieval Religious Law In Context, 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 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 & Found …

August/September 2018, Marci Grant

The CETL Correspondent

All SWOSU students have access to Upswing SWOSU’s 24/7 online Academic Help, Tutoring, Paper Reviews (Askup), and Writing lab assistance.

By adding information to course syllabi, regarding all available tutoring opportunities available to students, faculty would be helping students succeed in their courses.

Upswing supplements departmental tutoring hours by being available 24/7.

Availability And Use Of Internet-Based Library Services Among Lecturers In Selected Polytechnics In Ogun State Nigeria, Henry Chukwudi John, Abimbola O. Fagbe, Taiwo A. Egbeyemi

Library Philosophy and Practice (e-journal)

The Internet has become a vital tool in teaching, research and learning process in Nigeria higher institutions and across the whole world. Research has indicated that most users tend to begin their information searches via the internet, using various search engine such as Google, Wikipedia etc. rather than using WebPAC or Card catalogue in the library. For such users, a visit to their library is unnecessary and a waste of precious time. This has led to a great challenge in the academic libraries. This study investigate the Availability and Use of Internet Base Library Services among Lecturers in Selected …

Analysis Of Instructional Design Job Announcements (2016), Marina Raynis

Current Issues in Emerging eLearning

This study reports on the results of a job announcement analysis of ninety-three (93) instructional design jobs. Job announcements were collected five (5) times: three times in September 2016, and twice in October 2016. The job analysis focused on identifying key responsibilities and qualifications for instructional designers across the following industries: Corporate, Government / Military, Health, Higher Education, and Non-Profit. The results are discussed, as well as supported and contrasted with a literature review that includes reports on surveyed instructional design professionals.

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 …

Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins

Educational Technology Faculty Publications and Presentations

Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own …

July 2018, Marci Grant

The CETL Correspondent

The Center for Excellence in Teaching and Learning is spotlighting faculty members monthly in a series of articles called “Focus on SWOSU Faculty”. These faculty have been selected as doing inspiring active learning activities in their courses and have agreed to share some of their activities with the SWOSU community. One SWOSU faculty member will be spotlighted per month who is using transformative and other exciting active learning methods in their teaching which advances student learning at SWOSU.

Examining Effective Collaboration In Instructional Design, Melissa Sue Ferguson

OTS Master's Level Projects & Papers

The purpose of this study was to examine the application of teamwork in instructional design to determine the frequency by which coordination, decision making, leadership, interpersonal skills, adaptability, and communication are applied in real-world instructional design teams. Instructional designers found on the social media network, LinkedIn, were asked to voluntarily complete the 36-item Teamwork Skills Questionnaire, which was distributed and returned electronically. Descriptive statistics of mean and standard deviation were calculated using Microsoft Excel.

The most frequently applied teamwork skills in instructional design teams were interpersonal skills (M = 3.57) and communication (M = 3.26). Each of the six skills …

Designing For Online Computer-Based Clinical Simulations: Evaluation Of Instructional Approaches, Ilana Dubovi

Instructional Technology and Learning Sciences Faculty Publications

Background: Online computer-based simulations are becoming more widespread in nursing education. Therefore, an understanding of when and how to implement the variety of instructional strategies related to these simulations is fundamental.

Objectives: This study compares the effectiveness of online computer-based simulations designed using two alternative instructional approaches—Productive Failure and Simple-to-Complex sequencing—on learning of clinical reasoning skills.

Participants: Participants in this study were undergraduate nursing students (n = 103, mean age = 23.4 ± 2.1) enrolled at a university in Israel.

Methods: Participants completed two online simulations designed using Productive Failure approach (emergency medicine, mental health) and two online simulations using …

A Mixed Methods Study Of High School Teachers' And Administrators' Perceptions Of School-Wide Positive Behavior Interventions And Supports, Joseph E. Dean

Theses and Dissertations

Positive Behavior Interventions and Supports is a framework used by educators to improve school climates by developing student academic and social skills through the alignment of behavioral expectations, positive acknowledgement for appropriate behaviors, the encouragement of positive staff and student relationships, and data-based decision making. Even though PBIS is comprised of three tiers of increased support, the majority of schools in the United States have only implemented the first tier, or School-Wide PBIS. Furthermore, due to barriers that are unique to high school settings, most of the schools that have implemented SWPBIS have been elementary and middle schools. The purpose …

Work In Progress: Integrating Computational Thinking In Stem Education Through A Project-Based Learning Approach, Dazhi Yang, Steve R. Swanson, Bhaskar C. S. Chittoori, Youngkyun Baek

Educational Technology Faculty Publications and Presentations

This work in progress describes the design of a project-based, STEM +C (Computing) curriculum for 4^th to 6^th grade students in an afterschool setting, which is part of a large NSF-funded STEM+C project. The paper reports the preliminary outcome of the implementation of the first two STEM+C projects that focuses on student attitudes toward STEM and the computational thinking revealed during students’ scientific inquiry and problem solving processes.

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.

Graduate Assistant Experience At The Institute - An Interview With Amie Tope, Amie Tope

The International Institute for Innovative Instruction Blog

Amie Tope, 2018 graduate of Franklin University’s Master of Science in Instructional Design & Learning Technology (IDLT) program, recently sat down for an interview with the IDLT program chair, Dr. Yi Yang. Amie not only graduated with a 4.0 GPA and gave a speech at the Winter 2018 Commencement—she also accepted a job offer before she graduated from the program! During this interview, she talks about her experience working as a graduate assistant for the International Institute for Innovative Instruction (the Institute), and offers suggestions for future graduate assistants.

Bridging Learners And Clients: Challenges And Strategies, Xiaopeng Ni

The International Institute for Innovative Instruction Blog

As discussed in my previous post, “Clients as an Instructional Resource,” integrating clients into the curriculum is promising and potentially innovative. A client-based course emphasizes a pedagogical orientation to gain real-word experience through meeting the “expressed needs” from the outside of the classroom. Students create impactful work, collaborate with clients, and sense professional culture. During the past several months, by collaborating with other faculty members, I had opportunities to implement some of these ideas in two graduate courses: Marketing Communication Planning and Instructional Design Capstone. The results, based on students’ feedback, are positive and well demonstrate its pedagogical values.

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. …

Does Audience Matter? Comparing Teachers' And Non-Teachers' Application And Perception Of Quality Rubrics For Evaluating Open Educational Resources, Min Yuan, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

While many rubrics have been developed to guide people in evaluating the quality of Open Educational Resources (OER), few studies have empirically investigated how different people apply and perceive such rubrics. This study examines how participants (22 teachers and 22 non-teachers) applied three quality rubrics (comprised of a total of 17 quality indicators) to evaluate 20 OER, and how they perceived the utility of these rubrics. Results showed that both teachers and non-teachers found some indicators more difficult to apply, and displayed different response styles on different indicators. In addition, teachers gave higher overall ratings to OER, but non-teachers' ratings …

Interactive Textbooks: What The Future Holds, Natalya Koehler

The International Institute for Innovative Instruction Blog

Many educational publishing companies are creating digital textbooks, and like their traditional print counterparts, e-texts can be expensive. The common complaint about commercial textbooks is their high cost. Between 2006 and 2016, the prices of textbooks used in higher education increased by 73 percent (Senack & Donoghue, 2016).

Public Comment Sentiment On Educational Videos: Understanding The Effects Of Presenter Gender, Video Format, Threading, And Moderation On Youtube Ted Talk Comments, George Veletsianos, Royce Kimmons, Ross Larsen, Tonia A. Dousay, Patrick R. Lowenthal

Educational Technology Faculty Publications and Presentations

Scholars, educators, and students are increasingly encouraged to participate in online spaces. While the current literature highlights the potential positive outcomes of such participation, little research exists on the sentiment that these individuals may face online and on the factors that may lead some people to face different types of sentiment than others. To investigate these issues, we examined the strength of positive and negative sentiment expressed in response to TEDx and TED-Ed talks posted on YouTube (n = 655), the effect of several variables on comment and reply sentiment (n = 774,939), and the projected effects that …

What Leads To Player's Enjoyment And Achievement In A Mobile Learning Game?, Achraf Touati, Youngkyun Baek

Educational Technology Faculty Publications and Presentations

This study investigated students’ perceptions of competence and enjoyment of a mobile game within the context of mobile game-based learning. The proposed model showed that perceived competence and game attitude were the main predictors of enjoyment, while no direct relationship was found between perceived competence and achievement. The model simultaneously considered other factors such as prior game experience and intensity of use, and final analysis revealed that these two variables were directly related. Another important finding was the strong impact of prior game experience on perceived competence. Results are interpreted with reference to implications for possible means of improving learning …

Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen

Educational Technology Faculty Publications and Presentations

In this study, a grounded theory approach was used to investigate the process college and university instructors undergo to design and develop online courses. Fourteen instructors who created online courses for four-year colleges and universities were interviewed about their experience designing and developing online courses. Results showed that participants begin the process with objectives and/or with existing course outlines, typically taken from online and face-to-face courses. Next, the instructors structure the course and chunk content. The instructors interviewed rarely use formal instructional design principles, but their design tasks show a striking similarity to those formalized in the ADDIE model. Student …

Effectiveness Of Bite-Sized Lecture On Student Learning Outcomes, Noi Sian Koh, Swapna Gottipati, Venky Shankararaman

Research Collection School Of Computing and Information Systems

Bite-Sized teaching approach uses relatively small learning units with short term focused activities. The paper presents the effectiveness of Bite-Sized lecture pedagogy on learning outcomes for an analytics course offered by the School of Information Technology at Nanyang Polytechnic. The methodology involves breaking a typical 1 hour lecture into 3 to 4 short lectures followed by related tutorial / practical exercises relevant to each respective short lecture. The results from the exercises shows statistically significant improvements in the assessed learning outcomes for the Bite-Sized lecture over the traditional one hour lecture. 75% of the surveyed respondents agreed that the speed …

Putting Making Into High School Computer Science Classrooms: Promoting Equity In Teaching And Learning With Electronic Textiles In Exploring Computer Science, Deborah A. Fields, Yasmin B. Kafai, Tomoko Nakajima, Joanna Goode, Jane Margolis

Instructional Technology and Learning Sciences Faculty Publications

Recent discussions of making have focused on developing out-of-school makerspaces and activities to provide more equitable and enriching learning opportunities for youth. Yet school classrooms present a unique opportunity to help broaden access, diversify representation, and deepen participation in making. In turning to classrooms, we want to understand the crucial practices that teachers employ in broadening and deepening access to making. In this paper, we investigate two high school teachers’ approaches in implementing a novel eight-week, electronic textiles unit within the Exploring Computer Science curriculum, where students designed wearable electronic textile projects with microcontrollers, sensors, and LEDs. We share teachers’ …

Inside The Flip: A Look At Teacher Motivations And Activities In Flipped Classrooms, Philip G. Pulley

Theses and Dissertations

In the educational setting of the 21st Century and with requirements imposed on schools through state and federal mandates such as the Every Student Succeeds Act, teachers are looking for ways bring additional higher level activities and collaboration into their classrooms. These requirements along with increased educational technologies in schools have many teachers exploring the flipped classroom model of instruction. In a flipped classroom, educators flip direct classroom instruction and traditional homework or practice. Students might watch a lecture video at home covering a concept at home and then apply the concept to problems in class with the aid of …

Do You Apply Learning Theories To Your Online Course?, Jessie Kong

The International Institute for Innovative Instruction Blog

Emerging technology is changing almost every aspect of our lives. As a result, we should not be surprised that new technology has an impact on how people learn. The development of online learning has rapidly increased through the advancement of technology. Indeed, technology is a powerful tool for instruction—it helps students actively engage in class activities, collaborate with their peers, and develop critical thinking and problem-solving skills. Of course, technology can also save time and money by delivering online instruction anytime and anywhere. Therefore, we cannot ignore the use of technology that can create many instructional strategies and activities.

Video Games And Virtual Reality As Classroom Literature: Thoughts, Experiences, And Learning With 8th Grade Middle School Students, Miles M. Harvey

Language, Literacy, and Sociocultural Studies ETDs

This qualitative study utilized video games and virtual reality in an eighth-grade public middle school media literacy elective classroom in which the head researcher was also the official teacher for the students in the study. The nineteen students and their teacher used video games in small groups for five consecutive weeks. The teacher and nineteen students recorded data about their thoughts, experiences, and learning as they played in the classroom. Students responded to open-ended reader-response questions about their experiences after playing video games each day for forty-five minutes. Students reflected about their experiences in a thought journal. The teacher responded …

See It & Believe It: Assessing Professional Behaviors And Clinical Reasoning With Video Assignments, Grace Johnson, Megan Frazee

Innovation in Pedagogy and Technology Symposium

See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments)

Olive Branch

Grace Johnson (UNMC), Megan Frazee (UNMC)

Professional behaviors and clinical reasoning skills are developed through repetition, modeling and multiple exposures. We developed video assignments in physical therapy education that allow students to integrate didactic knowledge into clinical cases. These assignments require students to demonstrate appropriate professional behaviors, psychomotor skills and clinical reasoning required for physical therapy patient management. For all video assignments, students are required to upload their videos into Canvas, view the work of their peers and provide constructive feedback. These video assignments …