https://scholarworks.iu.edu/journals/index.php/ijdl/issue/feed International Journal of Designs for Learning 2020-03-29T20:29:42-04:00 IJDL ijdl@indiana.edu Open Journal Systems <p>This multidisciplinary, peer-reviewed online journal is dedicated to publishing descriptions of artifacts, environments and experiences created to promote and support learning in all contexts by designers in any field. The IJDL Library of Congress ISSN is 2159-449X.</p> https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24264 Design Challenges for Science Games: 2020-03-29T20:29:39-04:00 Aditya Anupam aanupam3@gatech.edu Ridhima Gupta hello@ridhima.me Shubhangi Gupta shubhangi@gatech.edu Zhendong Li zli6@inside.artcenter.edu Nora Hong nhong30@gatech.edu Azad Naeemi azad@gatech.edu Nassim Parvin nassim@gatech.edu <p>The abstract nature of quantum mechanics makes it difficult to visualize. This is one of the reasons it is taught in the language of mathematics. Without an opportunity to directly observe or interact with quantum phenomena, students struggle to develop conceptual understandings of its theories and formulas. In this paper we present the process of designing a digital game that supplements introductory quantum mechanics curricula. We present our design process anchored on three key challenges: 1) drawing upon students’ past experiences and knowledge of classical mechanics while at the same time helping them break free of it to understand the unique qualities and characteristics of quantum mechanics; 2) creating an environment that is accurate in its depiction of the mathematical formulations of quantum mechanics while also playful and engaging for students; and 3) developing characters that are relatable to players but also do not reinforce gender stereotypes. Our design process can serve as a useful resource for educational game designers by providing a model for addressing these challenges.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/23757 Design of a pre-service teacher training unit to promote scientific practices. Is a chickpea a living being? 2020-03-29T20:29:40-04:00 Maria Martínez-Chico  maria.martinez.chico@gmail.com Maria Rut Jiménez-Liso  mrjimene@ual.es Maria Evagorou evagorou.m@unic.ac.cy <p>In this paper, we present the design of a teacher training sequence, emphasizing supporting pre-service teachers to reflect on their knowledge, skills, and emotions experienced when engaging in scientific practices. We consider such reflections being crucial in initial teacher training because they can make pre-service teachers aware of the cognitive, procedural and emotional process that their students are bound to experience in the class. The importance of this work lies in the fact that emotions, even though important, are relatively underexplored. Furthermore, the way the sequence is developed can be used with students, both to promote scientific practices and explore their emotions, to give evidence to pre-service teachers of the effectiveness of this, and make them reflect on how scientific practices work, and the advantages of learning science implementing scientific practices.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/22862 Rural Teachers Learning Bioanalytical Engineering 2020-03-29T20:29:42-04:00 Patricia L Hardré hardre@ou.edu Mark A. Nanny‎ nanny@ou.edu Shaida Morales Shaida.l.morales@gmail.com Regina Kenton rkenton678@gmail.com Laura Lewis lewis1976@ou.edu Shichen Guo athenagsc1989@yahoo.com Qianuyun Peng violapeng@icloud.com Hui Xu huix@ou.edu <p>Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students’ critical thinking skills. The following narrative and analysis chronicle the teams’ design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.</p> 2019-11-12T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/26065 Designing an Aesthetic Learner Experience: UX, Instructional Design, and Design Pedagogy 2020-03-29T20:29:37-04:00 Colin M. Gray gray42@purdue.edu Paul Parsons parsonsp@purdue.edu Austin L. Toombs toombsa@purdue.edu Nancy Rasche nrasche@purdue.edu Mihaela Vorvoreanu mihaela@purdue.edu <p>In this design case, we describe a multi-year process during which a team of faculty designed a four-year undergraduate major in user experience (UX) design at a large research-intensive institution. We document the program- and course-level design experiences of five faculty members. This multi-year process has culminated in a dual-strand, integrated studio learning environment. Two types of studios—“learning” and “experience” studios—form the core of the program, with learning studios allowing cohort-specific skills development and practice, and experience studios providing cross-cohort opportunities to work on industry projects. We detail our process of developing this course sequence and the program-level connecting points among the courses, identifying institutional supports and barriers, the unique and varied skillsets of the involved faculty, and the growing agency and competence of our students in the program.</p> 2019-12-09T13:36:58-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24129 Design Features of an Effective and Theoretically Grounded Training Program for Undergraduate Teaching Assistants in the Life Sciences 2020-03-29T20:29:35-04:00 Seth K. Thompson thom2587@umn.edu Julie Brown jcbrown@umn.edu Sehoya Cotner sehoya@umn.edu Jonathan Andicoechea andic003@umn.edu FangFang Zhao zhaox945@umn.edu Gillian Roehrig roehr013@umn.edu <p>Research over the last decade has indicated that active learning and student-centered instruction lead to better learning outcomes in undergraduate biology courses than traditional methods such as lecturing. This shift in pedagogical approach has been applied to both high-enrollment lecture-based courses as well as smaller laboratory courses. In these laboratory courses, the primary instructor is often a graduate or undergraduate student teaching assistant. Such novice instructors often lack the pedagogical knowledge and experience to implement student-centered instructional practices such as inquiry effectively. Therefore, to fully realize the benefits of inquiry-based laboratories for undergraduate students, the instructors of these courses require support.</p> <p>In this paper, we present a design case for a theoretically and contextually grounded professional development program that provides pedagogical support for undergraduate teaching assistants of a college biology laboratory course. Four undergraduate teaching assistants participated in our 12-week program. These participants were assigned weekly readings, turned in periodic reflective writings, and met with an experienced teaching mentor (Thompson) on a monthly basis. As designers, we grounded our design in the current literature but also built-in flexibility to be responsive to participants’ needs throughout the experience. Participants found it challenging to reflect on pedagogical strategies early in their experience, but found the additional support provided by the program very useful as they developed. Finally, we discuss the participant feedback that is being incorporated into future designs of professional development programming.</p> 2020-01-04T00:00:00-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24642 The Lightboard: Expectations and Experiences 2020-03-29T20:29:34-04:00 Sarah McCorkle sm307505@ohio.edu Paul Whitener whitenpm@wfu.edu <p>This case study describes a small-scale Lightboard pilot and a full-scale Lightboard build with accompanying studio at a small, private liberal arts college in the southern United States. This article will provide an overview of the Lightboard landscape in higher education, offer considerations for the construction of a Lightboard, and share the authors’ experiences and outcomes. In writing this article, the authors’ goal is to present an attainable use case for the construction of a Lightboard by introducing a simplistic pilot design that was well received by faculty and administrators.</p> 2020-01-04T13:53:36-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/25633 Collaborative Design Reasoning in a Large Interdisciplinary Learning Tool Design Project 2020-03-29T20:29:32-04:00 Feiya Luo sophia.l1998@ufl.edu Pavlo “Pasha” Antonenko p.antonenko@coe.ufl.edu Natercia Valle nvalle@ufl.edu Emily Sessa sophia.l1998@ufl.edu Gordon Burleigh sophia.l1998@ufl.edu Lorena Endara sophia.l1998@ufl.edu Stuart McDaniel sophia.l1998@ufl.edu Sarah Carey sophia.l1998@ufl.edu E. Christine Davis sophia.l1998@ufl.edu <p>This design case discusses the complex collaborative design reasoning processes involved in developing an online interactive learning tool for learners of all ages to explore and understand the role of flagellate plants in our society. The learning tool consists of a main website (the <em>Voyager</em>) and an interactive, dynamic map of the evolutionary relationships between thousands of flagellate plant species (the customized <em>OneZoom</em> web application). The design and development of this innovative learning tool required expertise in collaborative design, design reasoning, project management, theories of learning and instructional strategies, software development, and web usability. Collaboration platforms used by the project team involved <em>GitHub</em> and <em>Slack</em>. Domain knowledge needed to complete the project included botany (flagellate plants), web programming (<em>Python</em> and <em>JavaScript)</em>, and database management (<em>MySQL</em>). The project included a team of international experts who negotiated design strategies and solutions over the course of a year and produced and improved prototypes until converging on the final product. This article explains the challenges faced during these processes and presents solutions and lessons learned from this experience.</p> 2020-01-04T15:30:36-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24142 Design of a Socioscientific Issue Unit with the Use of Modeling: The Case of Bees 2020-03-29T20:29:30-04:00 Blanca Puig blanca.puig@usc.es Maria Evagorou evagorou.m@unic.ac.cy <p>A major aim of science education reform documents (Achieve, 2013) is for K-12 students to engage in scientific practices to facilitate a better understanding of the processes and the aspects of doing science (Bybee, 2014). In this design case we present the design of a teaching unit on a socioscientific issue (SSI) that can potentially engage learners in modeling and argumentation. The unit focuses on the controversy about the declining population of honeybees. The “Should we care about the bees?” unit engages the participants in the practice of modeling for explaining and arguing about the causes, consequences, and possible solutions related to the problem of the bees. Our unit aims to illustrate how to address the intersections between science and society and to promote scientific practices in science learning and teaching. Two university science educators from different countries worked together to design and re-design the teaching unit. Initially the unit was designed in order to promote the exploration of the socio-scientific issue through argumentation, but after an initial implementation we decided to focus on modeling the issue as well. The final design product is a seven-week unit. In this paper we discuss design challenges and decisions of using an SSI based unit that promotes learning and teaching SSIs in the context of scientific practices.<span class="Apple-converted-space">&nbsp;</span></p> 2020-02-04T19:00:52-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24911 Iterations on a Transmedia Game Design Experience for Youth’s Autonomous, Collaborative Learning 2020-03-29T20:29:29-04:00 Camillia Matuk cmatuk@nyu.edu Talia Hurwich th1425@nyu.edu Jonathan Prosperi jhp531@nyu.edu Yael Ezer yael.ezer@gmail.com <p>Transmedia design, which involves extending a narrative from one medium to another, offers a context for potentially rich, interdisciplinary learning. We explored these opportunities by creating a week-long workshop to guide 7th-grade student teams in designing games based on comic books about viruses. This design case describes the framework and rationale behind our design choices. It illustrates our experiences by drawing on field note observations and audio recordings, student-generated design artifacts, student and facilitator interviews, and planning documentation from across two iterations of the workshop. We reflect on our experiences in attempting to balance (1) the dual focus of the workshop on science learning and game design through our choices of comic and game genres; and (2) the ability for students to be both autonomous and to receive necessary guidance through our enforcement of design constraints and interdependent team roles. We also reflect on the contextual factors that mediated our work, including students’ existing interests and peer relations, their teachers’ involvement, and our own team’s shifting expertise as membership changed from one iteration to the next. Among other things, our experiences highlight the importance of designing to allow for change, particularly as learning through collaborative transmedia game design can occur in unanticipated ways. Finally, we reflect on plans for future iterations of this workshop.</p> 2020-02-04T19:19:03-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/26471 Building a Software Tool to Explore Subjectivity in the Classroom: A Design Case 2020-03-29T20:29:27-04:00 Lloyd Rieber lrieber@uga.edu <p>Q methodology provides a unique mixed-methods means of examining subjectivity through the use of an activity called a Q sort in which participants must sort a list of given items within a predetermined sorting form. Although Q methodology has a long history as a research tool, its use as an instructional tool has not been extensively explored. This is unfortunate because the Q sort activity—an element of Q methodology—offers instructors with an evidence-based approach to helping individual students understand their own subjective points of view while also helping to reveal distinctive subjective profiles or perspectives held by all students in the class. One reason why Q sorts may not have been embraced by instructors is perhaps the fact that it is difficult to prepare a Q sort in its traditional, paper-based form. A prototype of a Q sort software tool was built to meet this challenge. The purpose of this paper is to present the story of the current design of this tool. Four categories of design iterations developed over a four-year period are presented and discussed.</p> 2020-02-04T19:21:43-05:00 ##submission.copyrightStatement## https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/24100 Acts of Meaning, Resource Diagrams, and Essential Learning Behaviors: The Design Evolution of Lost & Found 2020-03-29T20:29:26-04:00 Owen Gottlieb oagigm@rit.edu Ian Schreiber imsigm@rit.edu <p>Lost &amp; Found is a tabletop-to-mobile game series designed for teaching medieval religious legal systems. The long-term goals of the project are to change the discourse around religious laws, such as foregrounding the prosocial aspects of religious law such as collaboration, cooperation, and communal sustainability. This design case focuses on the evolution of the design of the mechanics and core systems in the first two tabletop games in the series, informed by over three and a half years’ worth of design notes, playable prototypes, outside design consultations, internal design reviews, playtests, and interviews.</p> 2020-02-05T06:37:41-05:00 ##submission.copyrightStatement##