Design Of Learning Experiences Research Articles

EFL Teachers as Designers of Ubiquitous Learning Experiences

EFL Teachers as Designers of Ubiquitous Learning Experiences

A reflective practicum for transforming instructor's industrial skills into the teaching of radio frequency techniques and systems

AbstractContemporary electromagnetic computer‐aided design tools augmented with parametric and optimization capabilities are extensively used in industry for design, validation, and prototyping to reduce time‐to‐market, resources, cost, and risks associated with the development of new radio frequency (RF) circuits and systems. Unfortunately, this technology still remains largely underutilized in undergraduate systems engineering education. This paper describes an approach for stimulating the analysis and design learning experience of undergraduate systems engineering students by engaging them in the cooperative, experiential, simulation‐assisted teaching, and research activities utilizing project‐based pedagogy. A case study is chosen in the realm of microwave‐assisted material processing, which is not typically covered in undergraduate engineering curricula. The objective is to further increase students’ interest in electromagnetic and RF systems by providing a well‐rounded learning experience to break the monotony often encountered in the heavily theoretical and abstract topics involved with a minimum of complex analytical formulations, reinforce fundamental principles and mathematical analyses offered in the class, foster students’ motivation and enthusiasm, reflect on today's technological advancement in industry, and stimulate early participation of undergraduate students in open‐ended research problems.

Simulación interprofesional: Enfoque de un sistema complejo

The complex systems share several characteristics with the interprofessional simulation; therefore, its understanding is necessary to be able to design learning experiences that include, in a balanced way, activities for the different participants. The relative difficulty in predicting the interactions and the results compel the teacher to create a support network with several health professionals previously trained in tasks that are specific to the clinical simulation. The objective of this paper is to facilitate the understanding of the characteristics of education based on interprofessional simulation, its challenges and the key components for its development.

Students as Designers of E-book for Authentic Assessment

Purpose – The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project.
 
 Methodology – Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework.
 Findings – The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy.
 Significance – The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students. 

Different approaches to teach thermal analysis; roles of undergraduate students: trainee, tutor and designer

To provide future engineers with first-hand working knowledge on the thermal behavior of materials (such as polymers, metals, ceramics and even organic substances like foodstuffs or pharmaceuticals), it is necessary to design learning experiences that develop both transferable and disciplinary skills. This can be achieved by walking them through a thorough and comprehensive process that includes the fundamental scientific concepts and elements of experimental methodology, data acquisition and analysis. With this objective in mind, we designed a program at our institution in which students and faculty are involved in the construction of portable thermal characterization devices, an activity that provides fitting scenarios for developing different of cognitive and analytical competencies and experimental skills. Through their involvement in this research-based learning, students come to understand the thermal characterization of materials. In addition, they develop data-acquisition skills, learn graphic programming and how to construct equipment for the characterization of materials. The students can achieve different levels of expertise depending on their roles and involvement with the use and development of instrumentation for evaluating the thermal properties of materials. The students who participated in the learning process of thermal analysis were able to change roles—they may have started as trainees and then went on to become either tutors or designers of instruments used for thermal characterization.

Integrating Classroom Video Cases into a Teaching Methods Course

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.

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach problem-solving and design. However, important consequences for the use of heuristics are that they do not always guarantee a correct solution. Learning by Design has been identified as a pedagogical strategy that can guide individuals to properly connect science learning via design challenges. Specifically, we focus on the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems. A total of 318 middle school students were exposed to a lesson that integrated design practices in the context of energy consumption and energy conservation considerations when designing buildings using an educational CAD tool. The students were pre- and posttested before and after the 2-week long intervention. The data analysis procedures combined qualitative with quantitative methods along with machine learning approaches. Our analysis revealed two distinct groups of students based on their learning achievement: the naive developing heuristic group and semi-knowledgeable fixated heuristic group. Differences between the groups are discussed in terms of performance, as well as implications for the use of computer simulations to improve student learning.

Measuring the impact of strategic design learning experience long after the classroom delivery

This paper seeks to examine the transformational impact of a final year strategic design module on learners some years after its completion. A subset of learners, who completed the module between two and ten years, were surveyed using a semi-structured questionnaire around Fink’s (2003) taxonomy of learning. We researched how much learners still make the connections between what they have learned in the module and their current circumstances. While potentially humbling to find out how little of the detailed content is retained, particularly five to ten years after the event, we argue that the impact of the module on learners developing their creative skill-set and effectiveness in navigating team dynamics has indeed been transformative. We suggest that educators could do more to embed this longer term transformational focus by explicitly raising the future in the classroom and enabling learners to build linkages to the development of their own future selves.

The Development of Learning Experience Design Principles for Team Based Creative Problem Solving on Social Issues

이 연구는 실천하는 글로벌 시민의식을 함양하기 위해 실제 사회에서 문제를 발견하고 이를 해결해가는 팀 기반 창의적 문제해결과정 경험을 하도록 수업을 구성하는 학습경험 설계 원리를 개발한 것이다. 연구방법으로 개발연구방법론이 적용되었다. 먼저, 설계원리는 교과목의 교육목표와 문헌연구를 토대로 개발되었다. 개발된 설계원리를 수업에 적용하여 운영하였 으며, 이 수업에 참여한 학생들의 성찰일지를 통해 드러난 학습경험을 분석하였다. 마지막으로 세 명의 전문가 검토를 통해 설계원리의 타당화 과정을 거쳐 설계원리가 개발되었다. 연구 결과, 「글로벌 시민의식, 팀 기반 학습, 창의적 문제해결, 사회적 의사소통, 성찰, 평가」의 여섯 가지 구성요소와 설계원리, 그리고 25개의 하위설계원리가 개발되었다. 이 설계원리는 학기 단위의 교과교육과정 운영 시 필요한 팀 기반 창의적 문제해결 경험에 관련된 다양한 학습 요소들을 통합적으로 고려한 설계원리이며, 배움의 과정에 중점을 둔 접근이라는 점에서 의의가 있다.The purpose of this study is to develop the learning experience design principles of team-based creative problem solving for social issues. The method is developmental research. First, the design principles were developed based on the goal of the course, literature review and first validation of design principles from three experts who taught the courses. Second, the reflection notes written by the students who attended the class in which the design principles applied were analyzed. Third, the design principles were finally validated by three experts of education. As a result, 6 major design principles and 25 sub design principles were developed; global citizenship, team-based learning, creative problem solving, social communication, reflection, and evaluation. This design principle is for designing a course in curriculum for student-directed, team based creative problem solving to enhance global citizenship. The design principle is integrated diverse instructional elements and focused on the process to provide meaningful learning experience in team based creative problem solving.

Supporting knowledge construction in elementary engineering design

AbstractEngineering design learning experiences are increasingly offered as part of elementary school, but research on how to support young learners’ knowledge construction during classroom engineering is still preliminary. Questions remain about how classroom supports can make engineering thinking visible so that students build engineering knowledge along with engineering products. We report results from a case study of an 11‐day teaching experiment in two elementary classrooms. With the classroom teachers, we guided fourth and fifth graders to document their design iterations with a digital notebooking tool, participate in whole‐class design talks, and create and exhibit posters with “stomp rocket” design recommendations. We conducted a microethnographic analysis of students’ interactions with these notebooking, talk, and poster tools. Our findings characterize how students constructed engineering design knowledge through the discourse of sense‐making about rocket phenomena, decision‐making for specific rocket iterations, and representation‐making for external audiences. These results have implications for elementary engineering instruction: it appears productive for learning to structure whole‐class design talks around representations of sequences of prototypes over time, rather than focusing only on current or best physical prototypes, and to structure engineering curriculum units so that they culminate with student‐generated sets of design recommendations, rather than single design solutions.

Developing a videogame for learning signal processing and project management using project-oriented learning in ICT engineering degrees

This work describes the design, implementation and evaluation of a multi-subject learning experience based on the principles of Constructionism, in which the construction of a videogame is the learning artifact that engages students in four different technical and management subjects included in the ICT engineering degree curricula of the School of Engineering at La Salle – Universitat Ramon Lull. Working in groups in a simulated corporate scenario, students learnt the basics of emergent technologies such as 3D audio, computer vision or speech recognition, while developing soft skills like negotiation or work planning. As regards the evaluation of the academic results, the proposed methodology made attendance rate rise from around 50% to over 90%, and average pass rate from 72% to 93%. Moreover, to capture their short and long-term view of the learning experience, students answered two opinion surveys along time: the first on completion of the project, and a second one 3–5 years after completing their graduate studies, with all of them integrated in the labor market. The analysis of these surveys reveals that over 85% of students showed a high degree of satisfaction, and an overwhelming preference for the new methodology over classic learning methodologies.

Transgression as Creative Freedom and Creative Control in the Media Production Classroom

When students have the freedom to use digital media to create, communicate and disseminate messages, transgression occurs. In this paper, I situate in-school youth production in the context of pedagogical theories of participatory culture, art education, and digital and media literacy education. Using interviews with four experienced high school media production educators, I examine how educators perceive school situations where behavior or student media work products disrupt or transgress expectations. Teachers experience student transgression as an essential dimension of the dialectic between creative freedom and creative control. They perceive creative control to be a negotiation between students and teachers on issues of content, format, production and distribution processes. Teachers conceptualize the distinctions between students who use transgression as a form expressive creativity, a reproduction of the tropes of mass media and popular culture, the result of novices making mistakes as part of learning, an attempt to gain social power and status among their peers, or a challenge to adult authority. Teacher reflection on creative control and creative freedom may inform the design of media production learning experiences.

Field-Based Inquiry as a Signature Pedagogy for Geography in Singapore

For school geography in Singapore, geographical inquiry is identified as a “signature pedagogy” (Shulman 2005a) that can socialize students into the distinctive practices, concepts, and values of the discipline of geography. This article explores how field-based inquiry is applied across four secondary schools in Singapore to develop an understanding of teachers’ knowledge and practices of disciplined inquiry. We outline the practical challenges and opportunities involved in adopting inquiry as a signature pedagogy for school geography. The results suggest a need to develop teachers’ place-based knowledge and relevant scientific content knowledge to support the design of field-based learning experiences for students.

“OMG can I have your meme lesson? TY”: Affective literacies and collegial meaning-making in digitally-mediated participatory networks

Com que els recursos representatius i comunicatius canvien el panorama educatiu, les diverses investigacions realitzades indiquen la importancia d'integrar les noves alfabetitzacions i eines dels mitjans en els repertoris d'educadors. El present estudi va tracar les consequencies semiotiques de les xarxes participatives intervingudes digitalment per als educadors com a dissenyadors d'experiencies d'aprenentatge mentre van treballar en desenvolupar i demostrar metode d'instruccio intervingut digitalment. Utilitzant metodes d'etnografia digital, les fonts de dades van incloure publicacions i respostes de +300 blogs, composicions digitals de treballs multimodals a classe amb professors en entrenament, demostracions de professors experts, registres d'us en linia i activitats de classe. Aquesta investigacio va identificar i va descriure les alfabetitzacions afectives i les noves relacions per a la construccio de significat que van sorgir quan els educadors es van involucrar en xarxes participatives intervingudes digitalment. L'estudi amplia la comprensio de les funcions dels rols de la literacitat afectiva i la construccio de significats col·legiats en el proces d'aprenentatge de el disseny d'instruccio intervinguda digitalment.

Design de experiência de aprendizagem: avaliação do modelo Addie e contribuições para o ensino a distância

Refletir sobre o design da aprendizagem nos remete a entender como o discente apreende para que os processos de ensino e aprendizagem ocorram de modo eficaz. O papel do professor se mostra importante em todo o processo, pois este irá proporcionar ao discente uma experiência orientada para que o aprendizado seja alcançado. O objetivo desta pesquisa é descrever o modelo Addie - análise, design, desenvolvimento, implementação e avaliação - e avaliar as suas contribuições para prática docente, fazendo uso do design de experiência de aprendizagem no ensino a distância. Conclui-se que o modelo Addie se apresenta como importante ferramenta no planejamento pedagógico, por meio do qual o professor precisa cumprir as etapas para então avaliar a aprendizagem do estudante.Palavras-chave: design de experiência; avaliação; modelo Addie.

Designing rigorous and relevant learning experiences for future teachers

Teaching and learning at the university should help students develop complex thinking about the issues they are dealing with and practice skills needed to solve real-world problems. The Rigor/Relevance Framework, developed by the staff of the International Center for Leadership in Education (ICLE), is a useful tool for designing learning experiences that increase the rigor and the relevance of the curriculum. This model integrates Bloom’s taxonomy with its six levels (remembering, comprehension, application, analysis, synthesis, and evaluation) with the Application Model, which has five levels (knowledge in one discipline, apply in discipline, apply across disciplines, apply to real-world predictable situations and apply to real-world unpredictable situations). The combination of these two dimensions results in four quadrants: Acquisition, Application, Assimilation, Adaptation, in which learning experiences can be designed to raise the rigor and relevance of instruction. The aim of this study is to exemplify the use of the Rigor/Relevance Framework in designing the learning experiences offered during two courses for future teachers for primary and preschool education. The implications of selecting appropriate instructional strategies and student assessment methods are discussed.

Students as Designers of E-book for Authentic Assessment

Purpose – The purpose of this study is to examine the elements that determine students’ success as designers of an e-book by means of an authentic assessment in a collaborative learning environment. A total of 11 English Language Teaching (ELT) postgraduate students were involved as designers, writers and peer reviewers of the e-book project. Methodology – Data was gathered based on a qualitative methodological approach, via face-to-face discussions, WhatsApp groups, Moodle classes and reflections from students’ e-portfolios. The data was analyzed using content analysis procedures where it was read carefully to understand emerging themes. It was then coded and labeled manually in relation to the aims of the study and its theoretical framework. Findings – The analysis suggested that the students had positive experiences where they became self-publishers while engaged in designing learning experiences via integrating technology. The use of authentic assessments enabled them to develop teamwork, to become motivated and self-directed learners with autonomy. Significance – The outcome of this research will help course designers and program developers to integrate authentic assessments that are relevant to the current needs of students.

Emotive outdoor learning experiences in Higher Education: Personal reflections and evidence

Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed.

EFL Teachers as Designers of Ubiquitous Learning Experiences

EFL Teachers as Designers of Ubiquitous Learning Experiences

Innovative Education and Engagement Tools for Rheumatology and Immunology Public Engagement with Augmented Reality.

Rheumatoid arthritis (RA) affects around 1% of the population, which places a heavy burden on society and has severe consequences for the individuals affected. The early diagnosis and implementation of disease-modifying anti-rheumatic drugs significantly increase the chance of achieving long-term sustained remission. Therefore, raising awareness of RA amongst the general public is important in order to decrease the time of diagnosis of the disease. Augmented reality (AR) can be tremendously valuable in a teaching and learning context, as the coexistence of real and virtual objects aids learners in understanding abstract ideas and complicated spatial relationships. It has also been suggested that it raises motivation in users through interactivity and novelty. In this chapter we explore the use AR in public engagement, and detail the design, development and evaluation of a blended learning experience utilising AR. A set of informative printed posters was produced, enhanced by an accompanying interactive AR application. The main user testing was conducted with 27 participants at a science outreach event at the Glasgow Science Centre. Findings report mean positive attitudes regarding all aspects of the study, highlighting the potential of AR for public engagement with topics such as RA.