Learner-centered Design Research Articles

Using learner-centred feedback design to promote students’ engagement with feedback

ABSTRACT Students’ engagement with feedback is a major determinant of feedback effectiveness. There is evidence, however, that not all students engage with feedback well because the transmission, teacher-centred approach overlooks students’ role in feedback processes. This study explores how learner-centred feedback processes could be designed to enhance students’ engagement. Embedded in two-stage assignments, the first step of the design involved peer feedback on a mid-term assignment. The second step included students producing an audio file to self-assess performance, followed by their teacher’s audio response to their self-assessment prior to the submission of a related, final assignment. Data analysis on an open-ended survey, interviews with 35 taught postgraduates and selected feedback vignettes indicated that this learner-centred design could promote students’ engagement by increasing their feedback responsibility, evaluative judgement and psychological safety. The significance of this article lies in discussing learner-centred feedback design principles and the wider application of the learner-centred practice.

Promena obrazovnog okruženja - za vreme i posle pandemije virusa korona

The aim of this paper is to describe and analyze the response to COVID-19 and evolution through different models of online instruction during the pandemic at a large Canadian university. This paper primarily focuses on the approach taken by the Faculty of Education including the necessary restructuring of the processes, organization of the workforce, support configurations, and institutional constraints. The factors that impacted changes in the curriculum are examined. Three distinct phases were identified and compared: 1) remote teaching, 2) fully online using a combination of synchronous and asynchronous instruction, and 3) a diversity of hybrid approaches. The paper highlights a number of challenges experienced with online education during the pandemic. Each one of them presents both barriers and opportunities. The process has made way for a potential transformation of educational practice at North American universities. This will likely come as a combination of increased knowledge and practice of online learning during the pandemic, and as a need to reshape traditional institutional structures to reflect the shifted landscape of education. It has opened discussions on equity and accessibility, learner-centered design, and the potential for change in the classroom and educational programming.

Designing learner-centred text-based feedback: a rapid review and qualitative synthesis

Current conceptualisations of feedback contend that it should be a learner-centred process. In practice, however, text-based feedback comments from teachers are a convenient and common source of feedback information, despite appearing to be contra-indicative of learner-centred models. This raises the question of how teachers can tackle the design of text-based learner-centred feedback, but at present there is limited empirical evidence available to answer this question. In response, we conducted a rapid review and qualitative synthesis of 95 peer-reviewed scholarly publications on feedback, and appraised the results through the lens of four diverse conceptualisations of learner-centred feedback. This process led to the development of a framework of 12 learner-centred design attributes for text-based feedback, which were organised around three layers of design: contexts, characteristics and components. Each of these design attributes are discussed and practical recommendations are synthesised from the literature. Areas in need of additional empirical research are also highlighted.

Design Education through Facilitating Student-Centred Learning

Student disengagement in the architecture design studio is our research-focus. Design teachers complain that their multitasking students are not interested in learning, whereas the industry complains that the products of design schools fall short of their expectations. Having observed student disengagement in design studio as a cause for this schism, we tested ways to bring students back to learn-through-application. Among the reasons for their demotivation, we found, is the gradual drifting of design studio pedagogy towards stereotyping, moulding students to design a final product rather than inspiring them to fine-tune a design process. Our hypothesis is that if the design studio includes its participants in the learn-ing process, their engagement in the studio can be improved. We tested various methods of improving the design studio pedagogy, the most tested pedagogical tool in architecture school by providing an open forum for knowledge-construction and dissemination. Our major breakthrough came when the students were made to feel that they were included in shaping their learning exercises. Our quest is to test the strength of such learner-centred design studio, in which responsibilities to knowledge-construction and dissemination could be shared. Our qualitative research methods included observation and participatory observation of design studios and depth-interviews of teachers and students at several schools. We also conducted experimental design studios to test the hypothesis of collaborative studio, and found that more we include the students and more they learn. Keywords: Design-pedagogy; Design-studio; knowledge-construction; Learner-centred-teaching

브랜드개발에서 나타난 학습자 중심의 디자인 사고 연구

This study is a follow-up study of "Research on Design Thinking in Brand Design Development Process" and aims to explore the content of learner-centered design thinking, reflecting the problems of the previous research. The study conducted retrospective reporting methods among protocol analysis methods on the content of design thinking developed in brand design development process for third graders majoring in visual design. As a result, there were cases in which logical thinking was developed through the organization of data on multiple occasions in the design process, but it developed into subjective content based on personal taste and experience. Unlike when the contents of the two-background and case study were reflected in the sketch and the intended direction, only certain contents were reflected in the sketch. In the expression of 3 design, the group focused on the design process and the flow of logical evidence was more direct in the design of the brand symbol, but there was also the result expressed metaphorically by subjective individual ability. 4 Visually stimulated by sketches and CG results already made in the design sketch process and in the CG process, the characteristics of expression such as in the process of externalization in the information processing process have changed the sketch or the contents of CG work. Although this study is a limited area of brand design development among visual design areas, we observed the flow of design thinking in the entire process of production from the data survey and found that feedback and modification of self-directed design is being made in learner-oriented thinking in each process.

A review of selected methods, techniques and tools in Child–Computer Interaction (CCI) developed/adapted to support children’s involvement in technology development

Abstract Child–Computer Interaction (CCI) explores the design of systems that reflect the nature of children’s growth and cognitive development, and the opportunity for children’s involvement in the design process through developing their own technology in collaboration with researchers and designers. In this paper, we focus on the potential roles played by children in the design process, and we review various CCI methods, techniques, and tools that have been developed/adapted to support children’s involvement in design. In particular, we offer a systematic mapping and description of the methods, techniques, and tools from User-Centred Design (UCD), Learner-Centred Design (LCD), Participatory Design (PD), and their overlaps. Through a review of these different approaches to design interventions, we discuss some of the elements involved in the reviewed co-design activities, i.e., the age and number of the involved individuals or the settings and contexts of the design activities. We also examine the level of information (or lack of) offered in the reviewed publications and highlight areas that require more attention. As a result, we hope to offer a resource that could benefit and inspire future designers/researchers in the CCI field in selecting design activities for collaborative work with/for young individuals in developing and testing different interactive technologies. We also hope to identify requirements for future research that will help to improve and expand current knowledge in the field of CCI.

LibGuides by Design: Using Instructional Design Principles and User-Centered Studies to Develop Best Practices

LibGuides are an essential resource in academic libraries. Although librarians use LibGuides primarily as instructional tools there is little discussion about the application of pedagogical and learner-centered design principles to the design of LibGuides. Current research focuses almost exclusively on issues of usability, resulting in best practices that are user-centered but not necessarily learner-centered. This paper fills the gap in the literature by integrating the findings from user studies with instructional design principles to propose best practices for LibGuides that are both user- and learner-centered. The ADDIE model of instructional design is used as a procedural framework for implementing these best practices.

"학습자중심의 교과서디자인을 위한 아이트래킹 기반 리서치 설계에 대한 연구 ; 학습자의 취향 및 학습 환경 고려방안을 중심으로"

"학습자중심의 교과서디자인을 위한 아이트래킹 기반 리서치 설계에 대한 연구 ; 학습자의 취향 및 학습 환경 고려방안을 중심으로"

Putting Socrates back in Socratic method: Theory-based debriefing in the nursing classroom.

The term "Socratic method" is so pervasive in education across the disciplines that it has largely lost its meaning, and it has lost its roots in its originator-the historical Socrates. In this article we draw from the original source, Plato's ancient dialogues, to understand the theory and principles behind the questioning used in Socratic method. A deep understanding of Socratic method is particularly timely now as nursing leaders call for increased use of theory-based debriefing across the nursing curriculum. Socratic questioning is ideally suited as a method for debriefing in nursing classrooms because of its ability to enhance critical thinking and self-reflection of the learner and because of its basis in care for the learner through a learner-centred design. We present an analysis of the Socratic method in Plato's works and provide an overview of the key Socratic principles and techniques. We illustrate these principles and techniques with examples of how Socratic teaching can be applied in the nursing classroom, and we address the challenges and rewards for nursing faculty implementing Socratic method. Learning about Socratic method directly from Plato's dialogues can provide a richer and more robust understanding of this key pedagogical technique and help nurse educators practice more intentional and informed Socratic questioning and debriefing.

Learner-Centered Design

This quantitative research study examined one instructor’s redesign of her introductory Anthropology course (N = 265) from Teacher-Centered (TC) to Learning-Centered (LC) and the resulting impact on her students’ perceptions of Teaching Presence (TP), Social Presence-Interaction (SP-I), Social Presence- Participation (SP-P), Cognitive Presence (CP), and Satisfaction (SAT). Using the Community of Inquiry (CoI) survey (Swan, Richardson, Ice, Garrison, Cleveland-Innes, & Arbaugh, 2008) in a face-to-face classroom environment; results indicated that implementing a LC classroom compared to a TC classroom was found to have a significantly positive impact on students’ perceptions of TP (p = .021), SP-I (p < .001), SP-P (p < .001), CP (p = 002), and SAT (p = .022). Multiple regression results indicated that TP, SP-I-, and SP-P were able to predict 42% of students’ level of satisfaction score with TP having the highest level of prediction (β=.37). Preliminary evidence suggests that instructors who implement LC teaching methodologies can have a positive impact on TP, SP-I, SP-P, CP, and SAT.

An Interactive Adaptive Learning System Based on Agile Learner-Centered Design

Adaptive and interactive Learning concepts has apprehended the interest of educational actors and partners, especially in higher education. However, the implementation of those concepts has faced many challenges, particularly in Interactive Adaptive Learning Systems (IALS). The present paper aims to

Designing a Programmatic Digital Learning Environment: Lessons From Prototyping

Promoted as a way to enhance learning and improve efficiencies, the steady rise of technology adoption across higher education has created both new opportunities and new challenges. Borrowing principles of design thinking and related user- or learner-centered design practices, this descriptive case study offers an example of how institutions of higher education might rethink their overreliance on learning management systems and consider an online environment for program-level learning from students’ perspectives.

Augmented reality learning environment for physiotherapy education

BackgroundAn understanding of how to translate anatomical knowledge and application of body mechanics to dynamic scenarios with real-life clients and movement is often a challenge for physiotherapy students.ObjectiveAugmented Studio is an augmented reality system that helps facilitate this by projecting anatomical structures over moving bodies and allowing annotation of these structures.MethodsVia a user and learner-centred design approach, augmented reality technology can assist education of physiotherapy students through augmentation and annotation.ResultsUsing projection mapping Augmented Studio enables display of anatomy such as skeleton and muscles on the body in real time as it moves. With the creation of a technique to deliver hand-drawing annotation projected onto the moving body student and teacher clinical reasoning strategies can be made explicit.ConclusionOutcomes from a pilot usability study showed that Augmented Studio promotes the creation of an engaging teaching and learning experience and the facilitation of communication between teachers and students.

Using student voice in creating learner-centred course design

Using student voice in creating learner-centred course design

Desain Pengembangan Kurikulum Pendidikan Agama Islam

Islamic Education Curriculum is designed to increase the students' faith and devotion to Allah SWT and the formation of noble morality. Faith, devotion and morality could expectedly be achieved through Islamic Religious Education by firstly encouraging the students to have the knowledge and understanding comprehensively related to the teachings of Islam and be capable of carrying it out properly. Thus the Islamic Education curriculum should be able to deliver students to the knowledge and understanding that are balanced between the acquisition of knowledge about Islam and the ability of implementing the teachings and developing the values of noble morality. To explore the substance of this curriculum, the writer will do more in-depth explanation of the curriculum as subject centered design, learner centered design, and problem centered design.

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a lens for applied teaching and learning strategies in the development of a cMOOC and two xMOOCs. The metaliteracy MOOCs pushed against the dominant trends of lecture-based, automated MOOC design towards a more learner-centered pedagogy that aligns with key components of metaliteracy.

English

This study investigated the effectiveness of a learner-centered course designed based on student voice. Two research questions were posed. The first question addressed two of Fielding’s patterns of partnership regarding student voice, students as data source and students as active respondents, which were employed to the collected data for the learner-centered course design. The second question aimed to determine the effectiveness of the learner-centered course design. A group of 111 Thai students enrolled in a business communication course conducted in a business program for undergraduates at a university in Thailand participated in the study. A total of 222 e-mail scripts were collected as the students’ passive productions before and after the 12-week course, and were analyzed quantitatively. The findings show that the learner-centered course design was effective; the paired t test results indicate that the students made significant progress during the learner-centered course. Moreover, the success of the course design was demonstrated further by the students’ enhanced confidence levels shown in their critical self-reflections as active respondents. Key words: Student voice, learner-centered, course design, e-mail writing.

Towards an Adaptive Learning System Based on Agile Learner-centered Design

Towards an Adaptive Learning System Based on Agile Learner-centered Design

Towards an Adaptive Learning System Based on Agile Learner-centered Design

Towards an Adaptive Learning System Based on Agile Learner-centered Design

Linking classroom exercises to real-life practice: a case of situated simultaneous interpreting learning

ABSTRACTIn training graduates to become future interpreters or to undertake interpreting-related jobs, a learner-centred and work experience-related pedagogical design can help students quickly adapt to the professional community of practice (CoP). Although many translation and interpreting (T&I) programmes now offer Simultaneous Interpreting (SI) courses at undergraduate level, there is a paucity of relevant pedagogical explorations. In light of this gap, the present study reports a case of SI teaching in an undergraduate T&I training programme in Hong Kong. The course design was guided by the principles of situated learning. Based on the SI skill and knowledge preparation in the first half of the course, students were guided through a scaffolded process to attempt live simulated conference SI. With carefully designed guidelines and step-by-step scaffolding, students successfully delivered a series of conferences and demonstrated their potential to perform practical SI. The study reported findings from the teacher’s observation, students’ achievement results and their feedback regarding the situated learning experience. It provides a feasible model of situated SI learning that is applicable to the teaching of other varieties of interpreting and sheds light on the philosophies and practice of interpreter education.