Volume 7, Issue 1, 2018
Table of Contents
Click on title to view article .pdf
Abstract: REALDESIGN is a regular feature that brings leaders in our field to you discussing their challenges in actual
design contexts. For the next issues, we have invited the authors of the soon-to-be-released next edition of Designing Effective Instruction (Morrison, Ross, Morrison, & Kalman, in press) to share some of their practical design experiences. In this issue we hear from Jennifer Morrison, a Ph.D. at Johns Hopkins, and an excellent designer.
Jordan Clark and Rachel Baxter
Abstract: Undergraduate microbiology students were tasked with creating a digital learning game. The purpose of this project was to change the student role from passive player of educational games to active developers. The microbiology course curriculum does not require programming knowledge nor dedicate instructional blocks to computer skills. Students were instructed to apply microbiology concepts and clinical case studies to create an interactive text-based digital game using the open source program Twine. A pre-project survey showed concerning attitudes towards gaming. The course students reported spending fewer than two hours per week engaged in casual game play and preferred a mixed approach to learning through traditional formats. Over 50 percent of the class expressed uncertainty in the skills required for this project. Despite the initial uncertainties, projects grades were above 90%. Rubric assessment, compared from the course instructor to an independent grader, showed high marks for science application, creative play, and instructional intent. Over 50 percent of the students reported a positive experience with many reporting increased confidence in their abilities to create a digital learning game. This study shows that students can create their own digital learning game with minimal programming knowledge and instructions.
Keywords: Digital learning game, game development, undergraduate science course, microbiology, student project
Leanna M. Archambault, Annie E. Hale and
Catharyn C. Shelton
Abstract: Sustainability Science for Teachers is a semester-long hybrid course designed for preservice teachers to explore real-world sustainability topics while developing new ways of thinking about the world’s threatening problems. The course aims to empower future teachers to engage in society and their future classrooms as sustainable citizens. We explore the rationale for developing such a course, and then examine how it was designed, implemented, and evaluated over five years since its inception, to serve over 1,600 students to date. We discuss design considerations relevant for producing a hybrid course that appeals to millennial learners, while leveraging the skills of an interdisciplinary team.
Keywords: hybrid course design, digital stories, interdisciplinary design team, preservice teacher education, sustainability education
Michael Karlin and Gamze Ozugul
Abstract: Developing skills to navigate and address potential controversial issues can be beneficial for preservice teachers and their future teaching careers. The implementation of a Structured Academic Controversy (SAC) instructional model is one method to help preservice teachers better understand controversial topics from multiple perspectives. This study found that preservice teachers in a Computer Education Licensure (CEL) program who were exposed to a SAC had positive perceptions about the implementation of this instructional model, and stronger beliefs in their own abilities to address controversial issues in their future schools and classrooms.
Keywords: structured academic controversy, instructional design, preservice teachers, computer education licensure, technology integration
Carrie Lewis Miller, Hunter King, and Arynn Martin
Abstract: A graduate teaching assistant professional development program was designed and implemented as part of an effort to provide pedagogical training to those instructors who generally receive little to no training and who historically teach large, gateway courses. A formative evaluation was conducted to determine the effectiveness of the program. Participant attrition during the second semester impacted the data collection, but attitudinal data was used to make formative revisions for subsequent program offerings.
Keywords: graduate, higher education, teaching, learning.
Agni Stylianou-Georgiou and Eliza Pitri
Abstract: In this article we describe how imagination was explored as a method of reconceptualising teacher education at a private university through a decentralized collaborative approach for preparation, creative imaging and creative transforming involving four university courses and four local private preschools. Preservice teachers involved in the Journey on a Unicorn’s Back project travelled having imagination as their compass, engaged in aesthetic experiences anchoring flexible thinking and planned activities for preschool children for an event at the university library. Reflections on the project suggest that imagination can be a successful strategy for developing situated creative problem solving contexts. A general multimodal and flexible scheme to symbolize creative problem solving for instructional design is important for enabling learners to perceive and pay heed to qualities ordinarily obscured by the conventional and routine.
Keywords: virtual patient simulations, medical simulations, design research, instructional theory, experiential learning, instructional design.
Abstract: Examples of giants in the field of instructional design stooping to help young designers and the opportunities for instructional design professionals going forward.
Keywords: giants, models, expert designers, helping
Joel Gardner and Barbara Carder
Abstract: This article examines a systematic approach to redesigning an introductory course in a graduate program in Instructional Design and Performance Technology (IDPT) to produce a more efficient and effective learning environment and to foster persistence in the course and program. The course redesign employed the systematic process of instructional design using the basic phases of the ADDIE process (Analysis, Design, Development, Implementation, and Evaluation). This paper highlights the steps taken to redesign the introductory course, as well as the collaborative approach to developing its instructional materials, course content, and student performance outcomes. The online course was developed in BlueQuill, Franklin University’s proprietary learning management system (LMS), and includes several multimedia learning objects developed using Camtasia Studio and Articulate Studio. Results of this redesign are presented.
Keywords: course redesign, ADDIE, instructional design course
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