Browsing by Subject "instructional design"

Now showing 1 - 10 of 10
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    Building Teacher Capacity for the Success of All Learners
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Russo, Kelly; Fox, Alexandria
    It is important to build internal team and educator capacity to promote accessibility and inclusion in online courses by focusing on Assets-Based Frames and Inclusive Multiple Modes.
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    Developing an Adaptive Mobile Platform in Family Medicine Field Experiences: User Perceptions
    (Springer, 2019) Rogers, Christian; Renguette, Corinne; Cooper, Shannon; Renshaw, Scott; Seig, Mary Theresa; Schnepp, Jerry; Computer Information and Graphics Technology, School of Engineering and Technology
    EASEL (education through application-supported experiential learning) is a platform designed to provide just-in-time content and reflection opportunities to students during field experiences, such as interviews or field labs, conducted as part of the workload in a course. This study was conducted in area of family medicine education at Indiana University-Purdue University Indianapolis. EASEL allows instructors and students flexibility to engage with course content based on the time of day and the location of each student conducting field work by providing access to questions and content before, during, and after a targeted field experience. In this study, three cohorts of family medicine students (N = 20) interviewed either a health care professional or a patient. Students used EASEL to facilitate and support their experience in the field. This study examined the student perceptions of EASEL. The data indicated instructive information on the usability of the EASEL platform and aided developers in considering future technologies to use as a part of the platform.
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    The Digital Education Hub Design Process
    (2022) Price, Jeremy F.; Waechter-Versaw, Amy; Hall, Ted; Magee, Paula; Santamaría Graff, Cristina; Willey, Craig; Moreland, Brooke
    The Digital Education Hub Design Process is designed to give teachers, educators, and curriculum designers a pathway for developing, enacting, and evaluating lesson plans, units and modules, and learning experiences in a range of settings.
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    Flipped Instructional Design Factors in an Introductory and an Advanced Data Science Course
    (ASEE, 2022-06) Mithun, Shamima; Vickery, Morgan; Luo, Xiao; Computer Information and Graphics Technology, School of Engineering and Technology
    In this full research paper, we evaluate the flipped instructional designs of two undergraduate data science courses at a Midwestern university: an introductory course on database fundamentals and an advanced database design course. This study is built upon our prior work in which we identified a set of eight instructional design factors for effective flipped classrooms in the literature and assessed their efficacy with senior students. Our analysis relies on students’ course evaluations, self-reported survey data, focus group responses, course performance data, and instructor observation data to answer the following research questions: 1. How do the eight instructional design factors for effective flipped classrooms serve novice versus advanced data science students? 2. How should instruction in flipped classrooms be varied for novice versus advanced data science students? Our analysis indicates that novice data science students have different instructional needs and challenges compared to their senior peers, particularly in relation to activities that require peer collaboration and were unmoderated by the instructor. We share the results of our quantitative analysis of self-reported survey data in which students ranked the aforementioned instructional design factors based on their effectiveness for their learning and qualitative analysis which takes student comments (from a free-response survey and focus group data) and instructor observation data to contextualize these rankings and inform our instructional design recommendations. These recommendations address students differing academic and interactional needs within the classroom and are to be implemented within the introductory course in its next iteration: (a) group norming and standardization around expectations for communication/collaboration, (b) transparent disclosure of the learning objectives for each activity, (c) offering guidelines to support students in providing actionable peer feedback, and (d) introducing low-stakes peer evaluations. We conclude with a discussion on the general affordances of the flipped classroom model for both introductory and advanced data science instruction compared to traditional lecture-based approaches.
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    Journal, article, and author metrics:​​ a just-in-time video for P&T committee members​​
    (2022-05-06) Ramirez, Mirian; Stumpff, Julia C.; Craven, Hannah J.
    BACKGROUND: Over the last three years, a Midwest medical school’s library has collaborated with the schools’ research affairs and assessment committees to support promotion and tenure (P&T) administrators and educate the academic research community. The library’s role includes preparing and delivering training sessions and workshops on scholarly metrics for early-career faculty and P&T candidates. To help P&T chairs, administrators, and candidates become acquainted with research metrics. Two librarians worked in partnership with the medical school’s faculty professional development committee and with the library instructional design librarian to create an asynchronous video presentation. DESCRIPTION: Due to previous library outreach initiatives focused on scholarly metrics, the librarians were asked to convert a current training session into a video. The librarians were asked to provide further details about the most popular scholarly metrics used for traditional academic research assessment. To develop and create an asynchronous video presentation, the librarians of the library’s research Team partnered internally with the library's instructional design librarian, who has expertise in creating instructional videos. Collaboration with the instructional librarian was key to designing effective learning material including applying the storyboarding technique to organize the content and enhance the final video. The video provides introductory information about scholarly metrics for responsible research assessment. Using existing materials and content as a starting point, the librarians worked together to outline the video’s script, storyboard, and production with attention to the professional development committee’s request. CONCLUSION: This successful and efficient partnership with the faculty professional development committee and the library's instructional librarian led to creating a nine-minute video. The final product was posted in the institutional instruction tools repository and is embedded in the library’s Scholarly Impact LibGuide. As part of the outreach activities, regarding impact metrics, this educational material is an important component for sharing ideas and driving conversations regarding the responsible use of metrics and research assessment. We plan to create additional videos that provide a breakdown of the content covered initially with further details and hands-on activities. This initiative has to led to additional requests to provide training on these concepts and to increase awareness about research metrics among faculty preparing for P&T.
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    Key Words in Instruction: Audience Analysis
    (2004-09) Callison, Daniel; Lamb, Annette
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    Novice Versus Advanced Undergraduate Computing Students’ Engagement in Collaboration in an Online Flipped Classroom
    (International Society of the Learning Sciences, 2022) Vickery, Morgan; Mithun, Shamima; Computer Information and Graphics Technology, School of Engineering and Technology
    This paper explores students' engagement in collaborative learning activities within two data science courses (one introductory and one advanced) taught synchronously online during the 2020-2021 academic year. Here, we draw on a multidimensional perspective of student engagement to understand novice and advanced computing students' collaborative learning practices and propose instructional design elements informed by students’ unique needs and the limitations of the virtual format.
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    A Practical Approach to Learner Experience Design
    (2022) Schnepp, Jerry; Rogers, Christian; Computer Information and Graphics Technology, School of Engineering and Technology
    Educators face the challenge of continually adapting and evolving their pedagogy to meet the needs of diverse learners. Learner experience design (LX) is a human-centered approach to curriculum and assessment development that is easily learned, adaptable, and repeatable. It focuses on empathy for students and creative problem-solving. In this work, we present an overview of LX and identify its usefulness to faculty in higher education. We proceed to describe a practical set of steps that teachers can follow to gain empathy for their students, identify important insights, and ideate creative solutions that can be implemented quickly, evaluated, and iteratively refined.
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    Top Ten Facts of Life for Distance Education
    (2000-02) Lamb, Annette
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    Towards Quality: A Project to Systematically Develop Quality Matters Skills and Capacities for an Online Department
    (IDEALS, 2019-09) Jones, Kyle M. L.; Murillo, Angela P.; Yoon, Ayoung; Library and Information Science, School of Informatics and Computing
    A three-person faculty team from the Department of Library and Information Science (DLIS) at Indiana University-Indianapolis (IUPUI) is developing Quality Matters competencies and peer-training artifacts to help design and evaluate online courses. DLIS teaches graduate students online; however, the department recently developed an undergraduate minor and major in the broad area of "data studies," which will include online courses. There is a significant need in the department to develop new courses and to do so according to best practices, which the Quality Matters program has identified. Through its 41 standards, Quality Matters sets research-based expectations for how online courses should be developed, though it makes no claim to the substantive content of a course. Certified Peer Reviewers use the Quality Matters rubric to evaluate courses and make recommendations for the improvement of courses. The rubric covers eight categories: 1. Course Overview and Introduction; 2. Learning Objectives; 3. Assessment and Measurement; 4. Resources and Materials; 5. Learner Engagement; 6. Course Technology; 7. Learner Support; and 8. Accessibility Each team member is working to achieve Certified Peer Review status, develop standards-based courses, and build artifacts (e.g., course site templates) aligned with Quality Matters standards to improve online education in the department. The team is sharing its work with institutional colleagues and developing peer-to-peer workshops. The poster will describe the team’s motivation, goals, successes, pain points, and work-to-date.