DESIGN-ED: a pedagogical toolkit to support K-12 teachers’ emergency transition to remote online education

2020 ◽  
Vol 121 (5/6) ◽  
pp. 331-339
Author(s):  
Paul Flynn
Keyword(s):  
Online Education ◽  
Design Research ◽  
Design Thinking ◽  
Lessons Learned ◽  
Iterative Refinement ◽  
Design Development ◽  
Content Type ◽  
Online Engagement ◽  
Educational Engagement ◽  
K 12

Purpose K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them. Design/methodology/approach DESIGN-ED is the output of a design-based research study. Findings However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking. Research limitations/implications The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement. Practical implications Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored. Originality/value Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

scholarly journals Lessons learned: intentional implementation of second makerspaces

2019 ◽  
Vol 47 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Heather Moorefield-Lang
Keyword(s):  
Design Methodology ◽  
Design Thinking ◽  
Planning Process ◽  
Research Participant ◽  
Lessons Learned ◽  
The Body ◽  
Planning Study ◽  
Content Type ◽  
Scholarly Publications ◽  
Study Results

Purpose What happens when a librarian outgrows their maker learning location or transfers to a new library? The purpose of this study is to explore the planning process for second and/or new library makerspaces. Is the planning more intentional? Is there more focus on how the makerspace should be put together for the community served? Is the community further involved? This study will explore those questions and more. Design/methodology/approach Using content analysis, the perspectives of practicing librarians in the achievement of subsequent makerspaces are examined. Data include librarian interviews, an analysis using NVivo 11 through the lens of design thinking, and a final review using member checking by each research participant. Findings Makerspaces continue to grow in popularity in school and public/community libraries. What is unexplored is the moving from a first makerspace to the implementation of a second and/or new maker learning location. More intentional planning is involved. The community served by the library is further engaged in the planning. Study results illustrate the value that community insight and intentional planning play in the design and implementation of makerspaces. Originality/value Makerspaces in libraries continue to grow in popularity; in turn, the body of peer-reviewed, scholarly publications also continues to grow. Librarians in the field are beginning to move from their first to second makerspaces. This study investigates those perspectives. Much can be gained from the experiences of those who have implemented their second or third makerspace.

scholarly journals From summative to developmental

2019 ◽  
Vol 27 (3) ◽  
pp. 241-248 ◽  
Author(s):  
Carolyn Steele Gray ◽  
James Shaw
Keyword(s):  
Integrated Care ◽  
Design Thinking ◽  
Complex Interventions ◽  
Service Design ◽  
Lessons Learned ◽  
Portal System ◽  
Contextual Influences ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
Patient Reported

Purpose Models of integrated care are prime examples of complex interventions, incorporating multiple interacting components that work through varying mechanisms to impact numerous outcomes. The purpose of this paper is to explore summative, process and developmental approaches to evaluating complex interventions to determine how to best test this mess. Design/methodology/approach This viewpoint draws on the evaluation and complex intervention literatures to describe the advantages and disadvantages of different methods. The evaluation of the electronic patient reported outcomes (ePRO) mobile application and portal system is presented as an example of how to evaluate complex interventions with critical lessons learned from this ongoing study. Findings Although favored in the literature, summative and process evaluations rest on two problematic assumptions: it is possible to clearly identify stable mechanisms of action; and intervention fidelity can be maximized in order to control for contextual influences. Complex interventions continually adapt to local contexts, making stability and fidelity unlikely. Developmental evaluation, which is more conceptually aligned with service-design thinking, moves beyond these assumptions, emphasizing supportive adaptation to ensure meaningful adoption. Research limitations/implications Blended approaches that incorporate service-design thinking and rely more heavily on developmental strategies are essential for complex interventions. To maximize the benefit of this approach, three guiding principles are suggested: stress pragmatism over stringency; adopt an implementation lens; and use multi-disciplinary teams to run studies. Originality/value This viewpoint offers novel thinking on the debate around appropriate evaluation methodologies to be applied to complex interventions like models of integrated care.

Development of products and services in small enterprises: proposition of an artifact to discuss creative logics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
José Osvaldo De Sordi ◽  
Reed Elliot Nelson ◽  
Manuel Meireles ◽  
Marcos Hashimoto
Keyword(s):  
Small Businesses ◽  
Design Theory ◽  
Design Research ◽  
Service Innovation ◽  
Lessons Learned ◽  
Small Enterprises ◽  
Small Companies ◽  
Content Type ◽  
Small Organizations ◽  
Service Portfolio

PurposeThe purpose of this paper is to make available an artifact that helps entrepreneurs and managers to recognize the diversity of creative logics centered on resources that are already available to the organization, presenting it as a tool to support the expansion of the product and service portfolio and as an alternative to Research and Development strategies, which are difficult to implement in the context of small businesses.Design/methodology/approachFollowing the precepts of the Action Design Research (ADR) method, researchers and practitioners (teachers and consultants) collaborated in the development of the artifact. Successive versions of the artifact were tested in the field: in classrooms by the teachers and in small companies by the consultants.FindingsIn addition to the artifact itself, which is available on the Internet, the lessons learned from the design process of the artifact were formalized in meta-requirements and meta-designs, in accordance with the precepts of the design theory that served as the foundation of ADR. These meta-specifications facilitate the critical analysis and evolution of the proposed artifact, in addition to the conception and proposition of new artifacts for the same class of problem.Practical implicationsThe dialogical nature of the ADR approach, with the development of the artifact through interactive cycles between design and use, based on the practitioners' experience of using it with the final beneficiaries, resulted in a functional artifact that is simple to use by those interested in discussing product and service innovation with small organizations. The artifact in the form of software is available to all at https://tentypescreation.com.Originality/valueFrom business examples and comparisons with widespread creative tactics, such as copy and invention, eight other creative tactics centered on resources available in the organization are explored by the artifact, providing means for practitioners to discuss alternative ways for managers, entrepreneurs, and future entrepreneurs to face the challenge of product and service innovation in small businesses.

scholarly journals Going digital: case study of an Italian insurance company

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Galena Pisoni
Keyword(s):  
Value Chain ◽  
Design Thinking ◽  
New Technologies ◽  
Lessons Learned ◽  
Insurance Companies ◽  
Insurance Company ◽  
Content Type ◽  
Cyber Insurance ◽  
Insurance Policies ◽  
Cyber Risk

Purpose This paper aims to present the case of an Italian SME in the domain of insurance and how it approached its own digital transformation. Together with the founders of the SME, the author investigated the digital trends the company should adopt and identified where to intervene in the value chain of the company with new technologies available in the market. The research was focused on the following three sub-domains: a strategy for adoption of innovative digital solutions to improve the everyday operations of the company, platform connecting the company with the customers and analysis of cyber insurance policies to include in the portfolio of the company. Design/methodology/approach For the part on strategy for adoption of innovative digital solutions, the author performed literature review; for the part in which the study ideates new solution to better connect the company with the customers, the author relied on design thinking, creative facilitation and prototyping; and for the part on cyber insurance policies to include the portfolio, the author relied on data available from other insurance companies the SME collaborates with. Findings This paper presented the analysis on how an insurance SME can embrace digital innovation (via internal innovation, buying from startups, partnering with startups or investing in startups), how an SME can do internal innovation and come up with a simple tool to bring closer the insurers and their customers and types of new cyber risk policies to include in the portfolio to respond to the growing demand for cyber risk insurance. This paper provides useful insights and lessons learned from companies of similar size in the domain of insurance and discusses future extensions of inquiry. Originality/value Big insurance companies and incumbent for their digitization efforts rely on the freshly created InsurTechs wave of companies. In this paper, the author analyzes what small- and medium-sized insurance enterprises can do in this respect and showcases the approach an Italian SME took in this direction.

scholarly journals Adapting and Enduring: Lessons Learned from International School Educators During COVID-19

2021 ◽  
pp. 147524092110343
Author(s):  
Kathleen Doll ◽  
Moira Ragan ◽  
Gerard Calnin ◽  
Sarah Mason ◽  
Kevin House
Keyword(s):  
Online Learning ◽  
Online Education ◽  
School Leaders ◽  
International School ◽  
Lessons Learned ◽  
School Buildings ◽  
The Future ◽  
Face To Face Learning ◽  
Learning School ◽  
K 12

With the outbreak of COVID-19 in early 2020, school buildings across the globe closed, leading educators, students and families to transition rapidly to online education. It is clear that schools will in the future continue to employ online learning, even as students and educators return to school buildings. While the education community has over a number of years generated a range of practical tips and guidance about online education—especially since the onset of COVID-19—many are not supported by research (DiPietro et al., 2010) and neglect international school settings (Barbour, 2014). This study investigates the experiences of sixty-one K-12 international educators via nineteen focus groups, contributing to the literature base on pedagogical, leadership and practical strategies needed to support effective online learning. Four lessons learned emerged from the data: technological challenges are exacerbated during a crisis; educators adapted to revise pedagogical strategies when under pressure; student and parent experiences were inconsistent and complex; and school leaders play an important role during a transition to online education. Although COVID-19 posed challenges, educators are resilient, adaptable, and deeply committed to student learning. School leaders now have an opportunity to reconstruct a model of education which offers students the best of face-to-face learning augmented by the most effective use of virtual technologies. This is more than planning for potential crises; this is reimagining the future of education.

Curriculum design, development and implementation in a transnational higher education context

2014 ◽  
Vol 6 (2) ◽  
pp. 190-204 ◽  
Author(s):  
Xuemei Tian ◽  
Bill Martin
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Research Method ◽  
Lessons Learned ◽  
Social Dimension ◽  
Design Development ◽  
Content Type ◽  
Transnational Higher Education ◽  
Research Activities ◽  
Business Course

Purpose –The purpose of this paper is to report on an applied research project involving the application of core learning and pedagogical theory to a specific unit in a transnational undergraduate business course. Design/methodology/approach – The project sought to collect data and learning experiences based upon intensive literature reviews and a combined quantitative-qualitative research method. Established research constructs and recent lessons from the literature were applied to the two-year reform cycle of an undergraduate business unit. Findings – The findings validated the research constructs and frameworks employed and reinforced the case for enhancing the nexus between alignment, student motivation, active learning and the international-transnational perspective. Despite initiatives to engender openness and interactivity in the classroom, including dynamic and innovative approaches to communication and content delivery neither the operation of the class nor the eventual performance of the students lived up to expectations. Research limitations/implications – The research was limited to the experiences of three different cohorts of students on the same unit over a two-year period. Implications are that the same research method and approach are valid for other units either in the same faculty or across faculties. Practical implications – Serves as an example of what can and cannot be achieved by academics seeking to align their teaching and research activities on a relatively modest basis. Social implications – Raises questions as to the social dimension to transnational higher education courses. Originality/value – While not entirely original, the paper adds value in the form of “lessons learned” from an applied classroom-based research.

A disruptive model for delivering higher education programs within the context of entrepreneurship education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gerrit Anton de Waal ◽  
Alex Maritz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Design Thinking ◽  
Deep Level ◽  
Entrepreneurship Education ◽  
Academic Disciplines ◽  
Structured Interviews ◽  
Content Type ◽  
Sustainable Solutions ◽  
Principles Of Design

PurposeThe purpose of this practitioner paper is to explore whether the principles of Design Thinking and the Lean Startup could be employed in developing a disruptive model for delivering educational programs within higher education in a way that attempts to eliminate the multitude of problems facing this industry, while simultaneously adhering to the principles of frugal innovation and meeting relevant sustainability goals.Design/methodology/approachThe authors followed a design thinking approach, employing tools such as empathy mapping, customer journey, value proposition and semi-structured interviews to obtain a deep level of understanding of the problems educators and students within the context of entrepreneurship education are facing. Throughout the process they drew on the practice of emergent inquiry and customer co-creation to help guide decision making.FindingsThe authors successfully derived a conceptual solution in the form of a Minimum Viable Product of which the features were tested against the multitude of user needs and requirements. It was possible to demonstrate how the solution meets all nine of the requirements for frugal innovations while simultaneously adhering to applicable sustainability principles.Practical implicationsThe proposed solution offers a potential opportunity to first-movers in chosen academic disciplines to become leaders in online education.Originality/valueEven in an industry such as higher education there is a dire need for frugality and finding sustainable solutions for educators and students in both developed and developing markets. With this paper the authors succeed in presenting innovative combinations of digital artefacts, platforms and infrastructure to arrive at a novel crowd-sourced solution that is unique in its design.

gPortfolios: a pragmatic approach to online asynchronous assignments

2020 ◽  
Vol 121 (5/6) ◽  
pp. 273-283
Author(s):  
Daniel Hickey ◽  
Jody Duncan ◽  
Courtney Gaylord ◽  
Christine Hitchcock ◽  
Rebecca Chiyoko Itow ◽  
...  
Keyword(s):  
Online Education ◽  
Academic Discipline ◽  
Secondary English ◽  
Content Type ◽  
Google Docs ◽  
Biology Students ◽  
Online Engagement ◽  
Productive Disciplinary Engagement ◽  
Self Assessments ◽  
Secondary Biology

Purpose The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system. Design/methodology/approach The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers. Findings The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context. Originality/value Engle’s ideas have yet to be widely taken up in online education.

Conceptualizing “COBieEvaluator”

2020 ◽  
Vol 27 (5) ◽  
pp. 1093-1118 ◽  
Author(s):  
Vishal Kumar ◽  
Evelyn Teo Ai Lin
Keyword(s):  
Information Exchange ◽  
Design Thinking ◽  
Data Capture ◽  
Continuous Data ◽  
Design Development ◽  
Project Development ◽  
Quality Of Data ◽  
Content Type ◽  
Rule Sets ◽  
Lengthy Process

Purpose Until now, the usage and usability factors of construction operation building information exchange (COBie) datasheet has remained largely overlooked. This oversight may be the potential factor in the lower adoption rates as well as effective utilization of COBie datasheet in the architectural, engineering and construction – facilities management industry. Cobie Data drops as a concept has difficulty in adoption pertaining to lengthy process of data capturing with high reliance on manual inputs. Finding from this study will enhance the usability aspects of COBie by looking at the entire process of data assembling in conjuncture with design development and using it to understand the project changes. The paper aims to discuss these issues. Design/methodology/approach The study is aimed at solving a practical issue in handling COBie datasheets. The study uses iterative steps from design thinking and software development process (SDP) for development of the system. The iterative approach from design thinking helped to understand the problem scenarios, development of rule sets and analysis of various options to tackle this issue. SDP was used for the development and validation of the COBieEvaluator prototype. Findings Despite the information exchange standards such as COBie is available for adoption for quite some time, its perceived value in the whole chain is less described. Various concepts such as preparing COBie sheets from beginning of project are discussed but hardly adopted due to lengthy process. The study helps in substantiating the need for a continuous data capture and showcase how this continuous data capture can help in tracking various design and equipment changes inside a project, using COBieEvaluator. A comparative view over the data helps in giving fruitful information about the project. The system also verify the quality of data inside the COBie datasheet by not only looking at the cell value inputs but also looking at the entire information linkage and finding the gaps. Originality/value COBie has mostly being analyzed as an output and its benefits. However, some important aspects of COBie datasheet such as the process of capturing and verifying it, and understanding the meaning of the changes during incremental building of COBie datasheet, is largely overlooked. This study use the concept behind COBie data drops and devise a system to help track effect of project design changes on COBie datasheet. It also highlights the importance of not looking COBie datasheets only as a FM handover requirement, but a source of information which can help various stakeholders to get useful information about the project development. The study propose a comparative dimension over the COBie sheet to get useful insight over the project development.

INCORPORATING TECHNOLOGY INTO K-12 OUTREACH: LESSONS LEARNED FROM AN AUGMENTED REALITY SANDBOX

2016 ◽  
Author(s):  
Peter J. Voice ◽  
◽  
Thomas Howe ◽  
Heather L. Petcovic
Keyword(s):  
Augmented Reality ◽  
Lessons Learned ◽  
K 12
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