International Journal of Designs for Learning 2019-08-04T20:00:23-04:00 IJDL 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> Designing Competitive Discussions for Equity and Inclusion 2019-07-31T13:26:10-04:00 Craig D. Howard Anupam Das <p>In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited constructive feedback and limited learner participation; however, the combination of a (1) time-constrained asynchronous CMC activity, along with (2) strategically selected smaller groups, created an interactive space that matched the designer’s values of equity and inclusion that he wanted to bring to the design. The case chronicles a number of unforeseen consequences of logical design moves, and presents a multimodal re-conception of what it means to discuss in the context of modern business school.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## ERAS: An Experiential Role-Playing Aging Simulation 2019-08-04T19:43:06-04:00 Enilda Romero-Hall Renee Patrick Gül Şahin <p>This paper describes the design and development of ERAS, an experiential role-playing aging simulation. This web-based tool was designed for psychology students to engage in a role-playing experience that serves to increase individuals’ empathy toward the elderly, as they learn about aging. In ERAS, the learners take on the role of aging individuals. The aging individuals vary in their ethnicity and ages. Successful completion of the scenarios requires the learners to perform a series of role-playing and perspective-taking activities related to the daily life of the aging individual. In this paper, we described the contextual framework, design, development, and review processes. The paper also provides a reflection on the successes and challenges experienced by the design team. Overall, the paper discusses the critical design elements and decisions made by the team.</p> 2019-05-23T00:00:00-04:00 ##submission.copyrightStatement## A Design Case for Implementing a Collaborative Strategy for Online Teams 2019-08-04T19:44:10-04:00 Funda Ergulec Janet Mannheimer Zydney <p>This paper describes a half semester long curricular and instructional design project focusing on the design and implementation of a collaborative strategy into a fully online graduate class in adult education. The purposeful group assignment and team building strategy, collectively called the collaborative strategy, represents an instructional approach designed to increase the effectiveness of online collaborative learning. In this context, students are strategically assigned to teams based on their study habits, and they participate in several team-building activities designed to maintain the collaborative learning. This paper presents critical design decisions made during the course development, the reasons for those decisions, failures in which the design did not work as planned, and a reflection on the design.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Integrating Classroom Video Cases into a Teaching Methods Course 2019-08-04T19:46:04-04:00 Sungwon Shin Thomas A. Brush John W. Saye Zhizhen Zhang <p>This design case illustrates a three-semester-long curricular and instructional design project focusing on the design and implementation of a technology-enhanced case-based learning experience for pre-service teachers within a teaching methods course. This case highlights the iterative process that a teacher educator and an instructional designer went through to integrate technology-enhanced cases into a methods course and connect them to other aspects of the course experiences, as well as the teacher education program in general. The first part of this case provides an overview of the project, the designers and their personal objectives, design context, information on the online environment and case materials, and ideas, challenges, and differences of the designers shared before the actual design process. The second part of this case presents each phase of our design from the first to the final semester, including the discussions of our goals, issues, results, and reflections.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Enhancing Motivation To Learn In A Biology Laboratory Course Through Gaming 2019-08-04T19:47:21-04:00 David C. Owens Cindi Smith-Walters Angela T. Barlow <p>In this design case, we describe our work to develop a gameful learning design for use in an introductory, undergraduate biology laboratory course for science majors. Our design team included three university-based mathematics and science educators and a biologist responsible for the management of curriculum and instruction in the course under study. The gameful learning design was employed during the four weeks of plant evolutionary life history instruction. Key challenges to the design and implementation of gameful learning included the adaptation of instruction from teacher-centered to student-centered and establishing novel learning conditions in the eight laboratory sections so as to determine the value of two different elements of game design, repeat-testing and leaderboard with badges.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Designing a Revision Tool to Distinguish Surface-level and Text-based Writing Feedback 2019-08-04T19:48:32-04:00 Kalianne L. Neumann Theodore J. Kopcha <p>This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer’s writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recommendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students’ revision task schema development.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## A short Teaching Residency Spanning 1,657 Miles 2019-08-04T19:49:50-04:00 Michèle Shuster Karen Peterson <p>In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (“postdocs”) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evidence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substantive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Designing for Informal Learning: The Case of a Mobile E-Reader 2019-08-04T19:51:44-04:00 Jason K. McDonald <p>This case describes the redesign of a mobile eReader application. The purpose of the redesign was to convert an existing eReader from a means of only reading books into a tool for informal learning. The case reports how the design team’s definition of informal learning evolved throughout the product development process, and how design decisions were influenced by this changing definition. Over the period of time covered in the case, the eReader evolved from a tool used for reading eBooks, into one meant for personal study, and then into a product that supported serendipitous discovery of inspiring material (built under a philosophy that informal learning meant that people were able to discover interesting and uplifting material without exerting effort to find it). The end point of the eReader’s evolution was as a subscription service for the company’s eBooks and digital audiobooks, to allow customers to continually use them for educational purposes. This case is structured around the four iterations of the eReader design process. Each iteration reports how design decisions were made and what kind of results were achieved.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Designing and Developing an Online Self-Regulated Learning Course 2019-07-24T19:54:04-04:00 Mariah Krauel-Nix Norman W. Evans Grant Eckstein Benjamin L. L. McMurry <p>The concept of self-regulated learning has been a prominent topic in education and has been researched and applied to various educational fields. Andrade and Evans (2013, 2015), applied this concept to the TESOL field and added principles and possible application tools to help ESL/EFL students develop better understanding and skills in the dimensions of self-regulated learning. Subsequent researchers, such as Gonzalez (2013), then took these concepts and integrated them into intensive English programs. Although these applications have seen some success, the administration at Brigham Young University's English Language Center felt that the center’s self-regulated learning program was ineffective for teachers or students. Therefore, the center’s program was evaluated, data was compiled, and design specifications for an improved program were formed.&nbsp;These specifications led to the development of an interactive, online course for students to complete outside of the classroom. Teachers and administrators were asked to build upon the course and encourage students to apply what they learned in their various areas.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## The Human Microbiome World 2019-08-04T19:53:09-04:00 Christopher Vicari Barry Joseph Brittany Klimowicz Hannah Jaris Shane Asseltine Joel Levin <p>We designed an activity-based science curriculum that used Minecraft to support microbiology learning for students enrolled in the Lang Science Program at the American Museum of Natural History (AMNH) in New York City. Minecraft offered an option to consolidate complex science content into digestible activities for modeling concepts and demonstrate student mastery. We will (1) present a background of the course, design processes, and how we used Minecraft in the curriculum, (2) describe the design of the educational Minecraft activities, (3) articulate design issues, adjustments, and constraints, and (4) discuss future changes.</p> 2019-05-10T00:00:00-04:00 ##submission.copyrightStatement## Implementing Individualized Learning in a Legacy Learning Management System 2019-08-04T19:54:53-04:00 M. Earnest Morrow Dabae Lee <p>Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a standalone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.</p> 2019-07-10T00:00:00-04:00 ##submission.copyrightStatement## Introduction to the Special Section on High Stakes Online Learning Design Cases 2019-07-24T19:53:56-04:00 Tonia A. Dousay <p>What do medical professionals, local government officials, and preservice teachers have in common? These learners often have regulated initial and continuing education requirements that require special considerations. For some, the content of the learning experience must include specific regulatory and legal information. For others, the content may be particularly sensitive, requiring a delicacy with respect to content presentation not often encountered in other learning designs.</p> <p>Learning designed for these audiences represent <em>high stakes</em> contexts that involve high risk if executed poorly and/or hold inherently high value for the learners. Misleading or misrepresented information can result in legal ramifications for and to these designers and their learners. Complicating the <em>high stakes </em>design constraint, these designers often find themselves designing their learning for online delivery.</p> 2019-06-01T00:00:00-04:00 ##submission.copyrightStatement## Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment 2019-08-04T19:57:24-04:00 Drew Polly Erik J Byker <p>This design case describes the creation, implementation, and refinement of an online asynchronous teacher education course that supports elementary education teacher candidates in their design of learning segments in preparation for the high-stakes teacher education assessment, edTPA. edTPA is a performance-based assessment that is a requirement for teacher candidates to successfully complete to graduate and earn their initial teacher license. This design case will focus on the instructional design and assessment aspects of the edTPA assessment, in which candidates must design and implement a learning segment focused on a specific reading skill. The design case will include screen captures of the course, and describe the iterative design of developing the online course, as well as two cycles of revising the course based on data that includes feedback from candidates, input from faculty experts, as well as learning outcomes from the course and the high-stakes assessment. Data from teacher candidates who completed the course will be included to provide readers with a vicarious experience about the design case.</p> 2019-07-11T00:00:00-04:00 ##submission.copyrightStatement## Welcome to Normalton 2019-08-04T19:59:04-04:00 Robert L. Moore <p>This design case details the critical design decisions used in the development of an e-learning module library for North Carolina local government officials focused on land use regulations. These modules cover topics from an introduction to land use regulations, to evidentiary hearing conduct guidelines, defining vested rights, and explaining how to adopt and amend an ordinance. This project was in response to the North Carolina League of Municipalities (NCLM) members’ increased requests for training in this subject area. This organization requested the assistance of the two faculty members at the University of North Carolina at Chapel Hill School of Government (SOG) who specialize in this content area. Additionally, the professional organization wanted to mitigate risk from cases going to litigation for improper land use decisions. The Target Accomplishment Past Prototype Artifact (TAPPA) Process (Moore, 2016) was used for the module development. This five-step process emphasizes the rapid development of distance education content artifacts in close collaboration with subject matter experts. Between 2013 and 2018, the TAPPA iterative design process guided the development of sixteen modules moving from initial script to finished modules. This design case is relevant for instructional designers who need to develop comprehensive e-learning modules covering complex and often complicated tasks. Examples of design decisions, informed by Clark and Mayer (2016)’s principles of multimedia design, are dispersed through the design case.</p> 2019-07-11T00:00:00-04:00 ##submission.copyrightStatement## Design and Implementation of the Sex and Gender Specific Health Multimedia Case-Based Learning Modules 2019-08-04T20:00:23-04:00 Jongpil Cheon Sungwon Shin Steven M. Crooks <p>This case presents the design and implementation process of multimedia case-based learning modules for a Sex and Gender Specific Health (SGSH) education curriculum. The learning modules were designed to advance understanding of sex and gender differences, increase awareness of gender-specific health issues, and improve clinical knowledge of sex and gender evidence-based medicine. This paper describes the three phases of the project. In the first phase of planning, five diseases actively examined in the medical field were chosen to address sex and gender differences, and the instructional development team specifically adapted a case-based learning framework to provide more authentic and interprofessional learning opportunities for health science trainees. In the second phase, learning modules were structured with multiple revisions incorporating multimedia case-based learning strategies, such as case movie trailers, expert guides, and case solutions. In the third phase, a number of decisions regarding module interface, case videos, and server management were made. Throughout the phases, the instructional designers resolved a number of issues, such as communication with subject matter experts (SMEs), consistency of learning materials, copyright, case movie production tool, closed captioning, server configuration, and dissemination. The design process and challenges described in this paper would be useful for others developing similar instructional materials in a healthcare environment.</p> 2019-07-11T00:00:00-04:00 ##submission.copyrightStatement##