Journal of Teaching and Learning with Technology <p>The Journal of Teaching and Learning with Technology (JoTLT) is an international journal dedicated to exploring efforts to enhance student learning in higher education through the use of technology. ISSN&nbsp;2165-2554.</p> en-US <ol> <li class="show">Authors retain copyright and grant the Journal of Teaching and Learning with Technology (JoTLT) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in JoTLT.<br>&nbsp;</li> <li class="show">Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in JoTLT.<br><br></li> <li class="show">In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoTLT publications, JoTLT encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoTLT, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in JoTLT.</li> </ol> (Michael Morrone) (IUScholarWorks) Tue, 13 Aug 2019 15:44:53 -0400 OJS 60 Foreword <p>Over the past few decades, researchers have produced a body of literature that examines the educational importance of space, finding that how learning spaces are laid out, furnished, and equipped makes a difference to the teaching and learning process. Put another way, the formal learning spaces in which much teaching takes place, such as classrooms and laboratories, are not neutral. Different types of classrooms can facilitate, or retard, the implementation of different teaching techniques, and we have only begun to study the ways in which innovative learning environments may enhance equity in the education of our increasingly diverse student body.</p> J.D. Walker ##submission.copyrightStatement## Tue, 13 Aug 2019 10:34:32 -0400 Introduction Special Issue on Physical Spaces <p>JD Walker’s foreword to this special issue sets the context for the need for studies like those in this volume that explore innovative ways to integrate technology in physical learning spaces. We issued the call for abstracts for this special issue in September 2018 and expected a variety of different article types including empirical research, case studies, reflective essays, and critiques. We received 36 abstracts and it was interesting to me that the overwhelming majority were case studies. I didn’t know why. After all, much has now been written about the importance of active learning and the classrooms and informal learning spaces that support active learning. But as we began the review process, the reason became clear. The research on the use of technology in physical classrooms is still relatively new and we appear to be in a time of active exploration of creative and collaborative use of technologies in physical learning spaces.</p> Anastasia S. Morrone ##submission.copyrightStatement## Tue, 13 Aug 2019 00:00:00 -0400 Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework <p><em>One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.</em></p> <p>&nbsp;</p> Abimbola Oluwatoni Asojo, Yuliya Kartoshkina, Babatunde Jaiyeoba, Dolapo Amole ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Starting with the Space: Integrating Learning Spaces and Technologies <p><em>Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.</em></p> Gina Sanchez Gibau, Francia Kissel, Modupe Labode ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 The Language Commons: An Innovative Space Supporting Second Language Acquisition <p>In 2015, language faculty and administrators at a large public university met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language learning space that would be motivating, collaborative, and inviting, and offer a variety of technologies in support of innovative teaching and learning. &nbsp;Now in its second year of operation, the Language Commons facilitates formal and informal learning activities for students and faculty that are aligned with current theory and practice of Second Language Acquisition. Language faculty utilize the space for innovative instructional activities that might otherwise be limited by small, inflexible classroom spaces. This article describes the development of the Language Commons from initial conception through design, and the rich array of activities occurring in the space, featuring examples of faculty uses of Commons spaces and technologies. Preliminary outcomes suggest the Commons is valued for its support of student motivation, lowering of anxiety, opportunities for community engagement, and as a place to disrupt classroom hierarchies and routines.</p> Judith Giering, Hope Fitzgerald ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study <p>This article shares the results of a two-year exploratory case study on the impact of flipped classroom design on generalist and advanced practice social work skills in a large urban graduate university setting. The flipped classroom was chosen due to its’ emphasis on physical space as an active learning, skills-oriented, activity-based environment, rather than traditional lecture-based learning.&nbsp; This two-year study gathered quantitative data on the flipped classroom format, which featured weekly lectures recorded and posted through the Canvas learning platform, with information outcome and learning retention quizzes also taken in Canvas, followed by in-class live experiential lab sessions in which students were paired up or placed into small groups to develop and strengthen their clinical skills. Students then completed reflection journals following these activities, which were compared to Educational Policy and Accreditation Standards to further assess for additional data and learning outcomes.</p> <p>This article will present the findings of the study, which revealed statistical significance in overall general practice skills scores and in specific advanced practice clinical skills. Additionally, the article will discuss student-generated feedback on the physical learning environment, instructor workload demands, and required preparatory work. Further discussion will include expected and unexpected limitations of the space, expansion of the classroom through digital platforms, inclusion of differently-abled students in the flipped laboratory space, as well as recommendations for future research and iterations of the course. This study is the first to use the Play Therapy Attitude Knowledge Skills Survey (PTAKSS) and Practice Skills Inventory (PSI) to measure the outcome of play therapy classes for MSW students and to specifically measure the effectiveness of the flipped classroom model to teach play therapy skills. This study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment had on student outcomes.</p> Elisabeth Counselman Carpenter, Alex Redcay ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Promoting Pedagogical Agility in Learning Spaces: Toward a Comprehensive Framework of Faculty Support and Innovation <p><em>Postsecondary instructors routinely face novel and complex challenges in physical classrooms and informal learning spaces. Instructors often bring these challenges, along with creative and aspirational solutions, to the attention of centers for teaching and learning (CFTL). Issues span a wide range of topics including blogs, clickers, immersive experiences, active learning, learning analytics, and more. We embrace these challenges and seek to co-create solutions by providing a wide net of resources and support characterized by: (1) Instructional technologies (2) Instructional design, (3) Faculty development, and (4) Research. These elements emerge as a generalizable framework that represents a dynamic research-to-practice cycle. The cycle begins with a combination of problem definition and existing research. An approach is then planned and executed that includes instructional technologies, instructional design, faculty development, and original research. In accord with the cyclical nature of the framework, research findings inform development of future instructional design and faculty development opportunities. These, in turn, inform future practice, and the cycle continues. In our CFTL an educational research team collaborates with an instructional design and development team to support and facilitate this research-to-practice cycle. In this manuscript, we illustrate the practical implementation of this recursive and generalizable framework as we report on a case study of one technology-enhanced experimental classroom space. We conclude with a discussion of how the framework might inform larger efforts to integrate research with instructional technology implementation, instructional design, and faculty development.</em></p> Crystal M Ramsay, Jenay Robert, Jennifer Sparrow ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Ready for Equity? A Cross-Cultural Organizational Framework to Scale Access to Learning-Ready Classrooms That Support Student Success <p><em>Abstract: There is a national urgency in higher-education to close the achievement gap and increase graduation rates for first generation, low-income and underrepresented minorities, and classroom environments are integral to student learning experience. The authors propose shifting learning space discussions away from building an historically small number of active learning spaces, towards a larger number of what they term “learning-ready classrooms,” which apply universal design principles to support the multiple teaching identities and philosophies of faculty and the physiological, cultural, and cognitive needs of all students. Equitable access to learning-ready classrooms means they must be built at scale, so it is imperative to earn campus-wide commitment to this goal by honoring the multiple perspectives and priorities of members of all six cultures of the academy, as identified by Berquist (1992) and Berquist and Pawlak (2008). This article proposes a cross-cultural organizational framework, embodied in the example of a Classroom Readiness Committee (CRC) charter, that unites and aligns the different organizational perspectives of its members through clearly articulated mission, vision, functions and belief statements. Preliminary findings suggest that institutions can engage and mobilize multiple stakeholders towards the common goal of providing equitable access to learning-ready classrooms as long as the goal aligns with the core values and priorities of the institution, is clearly articulated and communicated, and honors the perspectives of the six cultures of the academy. </em></p> Teggin Summers, Maggie Beers ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies <p><em>Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments.</em> <em>In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.</em></p> Andy Buchenot, Tiffany Anne Roman ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400 Strang(er) Places: Collaborative Creativity in Real and Virtual Spaces <p><em>In the writing classroom, collaborative learning often takes the form of co-authoring, peer workshops or critique sessions. While useful, what other active learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World-building—creation of an alternative/speculative or futuristic land, world or universe—offers an approach to fiction writing amenable to both creative collaboration and digital modalities. This article examines how a team-based world-building project in an advanced writing course engenders creative-making through active learning and collaboration;&nbsp; builds upon the multi-modalities and genres through which many students already engage with fiction (video, online and/or fantasy role-playing games, horror, speculative and science fiction); and leverages both physical and virtual space as creative collaborative environments.&nbsp; With this approach, students in a seated class team up to create original alternative worlds in an online environment--including production of both digital and physical artifacts--within which their own (individual) stories are set. The result is movement between real and virtual space, as well as between shared creative acts and personal imaginative writing.</em></p> Tanya Perkins ##submission.copyrightStatement## Tue, 06 Aug 2019 00:00:00 -0400