Authors:William Swann Pages: 1 - 10 Abstract: Universities have become accustomed to steady growth in their online programs. When the COVID pandemic began, most also faced the related challenge of a sudden need for emergency remote teaching. This article explores the development of concise demonstration videos to support online and remote faculty at a large Hispanic-serving Research 1 university in the southwestern US. The original purpose of the project was to meet the regular needs of growing online programs. However, the project began just before the local outbreak of COVID in early 2020 and morphed into support for the larger number of faculty facing emergency remote teaching as a new challenge. This design case examines the decision to develop just-in-time (JIT) video supports inhouse, the staff and technology resources involved, design moves during the development process, mid-course design adjustments, promotion of the completed resource, and subsequent faculty usage. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.34538 Issue No:Vol. 14, No. 1 (2023)
Authors:Maclean Rouble, Matt Dobbs, Adam Gilbert Pages: 11 - 22 Abstract: Encouraging student engagement is a key aim in any educational setting, and allowing students the freedom to pursue their own methods of solving problems through independent experimentation has been shown to markedly improve this. In many contexts, however, allowing students this flexibility in their learning is hampered by constraints of the material itself, such as in the electronics laboratory, where expensive and bulky equipment confines the learning environment to the laboratory room. Finding ourselves in the position of teaching one such laboratory course at the undergraduate level, we sought to encourage students to learn through independent investigation and the pursuit of personal projects, by providing a more flexible and inquiry-based learning environment and allowing them to take their measurement equipment—and their learning—beyond the laboratory itself. We present this project as a case of design both for and by students, with the lead designer undertaking the project after attending the course in question, and pursuing its development as a foundational step in their graduate career. We discuss the challenges and opportunities we encountered over the course of the design and development process, and the eventual key output of the project: a portable, low-cost, integrated electronics experimentation platform called the WinterLab board. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.33406 Issue No:Vol. 14, No. 1 (2023)
Authors:Wan Ju Huang, Kerrie Douglas, Tiantian Li, Audeen Fentiman Pages: 23 - 33 Abstract: This paper discusses the instructional design experiences and processes shared by a multi-disciplinary group—including more than a dozen faculty, staff, and students—while developing a series of online courses on Model-based Systems Engineering (MBSE) for professional engineers, a project sponsored by the National Science Foundation. The team size, the complexity and uniqueness of the subject matter, the targeted learners, and the pre-determined research questions created a rare situation in which the team members collaborated and/or negotiated outside the realm of the traditional instructional design process. Over time the team went through two different types of instructional design processes, beginning with a waterfall-type process where the communication between the subject matter experts (SME) and the design team was somewhat limited and finally evolving to a collaborative process where the interaction between the two teams was more direct and immediate. The evolution of the design process and the dynamics between the SMEs and the design team resulted in several major design revisions implemented to improve the quality of the online courses. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.33768 Issue No:Vol. 14, No. 1 (2023)
Authors:Jason McDonald, Jonathan Balzotti, Melissa Franklin, Jessica Haws, Jamin Rowan Pages: 34 - 42 Abstract: In this design case, we report our design and playtest of a form of alternative reality, educational simulation that we call a playable case study (PCS). One of the features that make our simulations unique is how they are designed to implement a principle called This Is Not a Game, or TINAG, meaning that the affordances we design into the simulation suggest to students that the experience they are having is real, in contrast to the way the artificial nature of the expe- rience is highlighted in many computer games. In this case, we describe some challenges we encountered in designing a PCS to align with TINAG, along with how the situation in which we play tested the simulation highlighted other ways in which the principle of TINAG was challenging to achieve. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.34682 Issue No:Vol. 14, No. 1 (2023)
Authors:Ahmed Lachheb, Nikisha Watson Pages: 43 - 45 Abstract: The International Journal of Designs for Learning (IJDL) is pleased to publish this Special Section on Design Failure in Learning Design in diverse contexts. This Special Section includes seven design cases; six of them highlight diverse stories of failed learning design projects, and one design case highlights the use of failure-based learning strategies/techniques to engage learners in productive failure (i.e., learning with/through failure). PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.35893 Issue No:Vol. 14, No. 1 (2023)
Authors:Siem Buseyne, Amelie Vrijdags, Annelies Raes Pages: 46 - 61 Abstract: Collaborative Problem Solving (CPS) skills are receiving increased attention in the current workforce and in lifelong learning. In learning and labor contexts, successful teamwork is however not always guaranteed, due to several reasons, such as an unequal level of individual participation. Training in CPS for all groups is therefore needed. However, resources for CPS competence development are scarce. As part of our project entitled Supporting Teamwork in Ambient Learning Spaces (STEAMS), we, therefore, designed an interactive professional training on CPS, in which CPS is perceived both as a method and as a goal. In this paper, we outline the design process of our CPS training along with some crucial decisions we needed to make, and we aim to illustrate how implementing productive failure in the learning design can foster adults’ CPS-competencies development. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.35221 Issue No:Vol. 14, No. 1 (2023)
Authors:Janet Zydney, Casey Hord Pages: 62 - 69 Abstract: In this design case, we describe our first attempt to create a virtual mathematics tutoring program for students with learning disabilities. We describe in detail how the design was motivated by the pandemic which forced schools into remote learning, how a university and school collaborated on the design, the rationale for our design decisions, and aspects of the design that did not meet the intended outcomes. Three interrelated design failures included problems with flexible scheduling, challenges seeing students’ work, and inconsistent use of a collaborative, communication tool. Pervasive to all these failures were underlying communication issues associated with being remote. We share our experience learning from and altering our design of these features for the future PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.35222 Issue No:Vol. 14, No. 1 (2023)
Authors:Colin M. Gray, Marisa E. Exter First page: 70 Abstract: In this design case, we describe our design process that resulted in recommendations for a four-year undergraduate curriculum in transdisciplinary studies. The case is centered on a fast-paced, two-week design “sprint” undertaken by the two authors, which involved consolidating and synthesizing program evaluation data and course designs from the three previous years of a novel undergraduate transdisciplinary degree program, creating design blueprints that outlined program-level objectives, and identifying recommendations for future course-level design. In the process of completing these hand-off materials for the incoming team of instructors, we had to work through substantial ambiguity, balancing the needs of identified learner personas, the capabilities of existing instructional team members, and the end goal of producing students that had a flexible, personal transdisciplinary identity. This case describes the design activities we used, the instances of failure that precipitated our design sprint, the instructional and institutional constraints we faced, the blueprints for future instructional design we created on the course and program level, and the ultimate failure of the degree program we sought to support. PubDate: 2023-03-07 DOI: 10.14434/ijdl.v14i1.35194 Issue No:Vol. 14, No. 1 (2023)
Authors:Mohan Yang, Jon Harbor Pages: 88 - 105 Abstract: This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corre- sponding contributing factors. The failures in this design case reinforce the need for upfront learner analysis and contextual analysis. A participatory design was also suggested from the post-program data analysis. An instructional design model was recommended for continuous program redesign. PubDate: 2023-03-10 DOI: 10.14434/ijdl.v14i1.35246 Issue No:Vol. 14, No. 1 (2023)
Authors:Gabrielle Heard Pages: 106 - 111 Abstract: In an Introduction to Digital Practices course, university students were unable to apply their newfound software program knowledge to design intricate art projects. A digital guide called a Tool Lab was created so that students could be pre-introduced to the tools and functionality of targeted software programs. Designed with the concepts of Bloom’s Taxonomy, the Tool Lab eLearning guide was built in PowerPoint and consisted of YouTube video tutorials. At the end of the Tool Lab modules, students were required to complete a quiz in Survey Monkey. In the end, students only used the Tool Lab modules after they had been introduced to the software programs in a lecture. Failure includes a lack of structure in Tool Lab design, an influx of unnecessary material, a loss of student engagement, and minimal incentive to complete follow-up quizzes. PubDate: 2023-03-10 DOI: 10.14434/ijdl.v14i1.35231 Issue No:Vol. 14, No. 1 (2023)
Authors:Shannon Cooper, Scott Renshaw Pages: 112 - 118 Abstract: For many instructional designers (ID), subject matter experts (SMEs) are viewed as a necessary evil. Depending upon their day job, SMEs can be challenging to work with due to their schedules and responsibilities outside the ID’s project. They can be unaware of the eLearning process, learning models and theories, and expensive—a SME can easily add thousands of dollars to an already stretched budget. However, if the ID does not have the “expert” knowledge of the content for students to achieve the learning outcomes successfully, it is improbable that the learning event will be meaningful. This paper explores students’ learning outcomes in a case-based simulated learning event before and after the inclusion of a SME on an instructional design team. PubDate: 2023-03-16 DOI: 10.14434/ijdl.v14i1.35200 Issue No:Vol. 14, No. 1 (2023)
Authors:K.E. Rajcic Pages: 119 - 129 Abstract: This design case is about Emotional Design Theory in application to the design of pandemic face masks. As we know designers rely strongly on theoretical knowledge in making design moves. To understand how students may learn to apply theory, research was conducted to test the effectiveness of an assessment called Design CUE (Conceptual Understanding Evaluation). In this case, I describe the research study context and rationale for the development of the Design CUE as an instructional assessment used to teach emotional design to undergraduate students at a large midwestern research university. Emotional design is a threshold concept in design education developed by Norman; it identifies three levels of focus: visceral, behavioral, and reflective. This framework was presented in class and learner performance was evaluated through the completion of the Design CUE, the purpose of which was to transfer learning by bridging concepts learned in class to a design task. I report how the design succeeded in teaching emotional design theory but failed to initiate greater student creativity in applying theory, most notably in the visceral level of emotional design. I document the undergraduate course in which the design was used. I also provide the context of the research study which sought to understand if students could apply the theory of emotional design and how they incorporated emotional design into the design of pandemic facemasks. PubDate: 2023-03-16 DOI: 10.14434/ijdl.v14i1.35350 Issue No:Vol. 14, No. 1 (2023)
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