Resistance, Rage, Paralysis, and Paralysis by Proxy: Reflecting on Reactions to Contentious Content in the Classroom

2021 ◽  
pp. 0092055X2110634
Author(s):  
Monica Merrill
Keyword(s):  
Race Relations ◽  
Learning Outcomes ◽  
Course Design ◽  
Past Work ◽  
Preliminary Results ◽  
Crime And Deviance ◽  
Student Reactions ◽  
Integrate Research

Sociology curricula often house a variety of “hot button” or contentious topics (e.g., race relations, crime and deviance, personal freedoms/choice, gender). While departments may be giving more attention to ensuring that these topics are included in their curriculum, here I argue that we also need to engage students in reflection about their gut reaction to these divisive topics. How students take in the material will affect their ability to successfully meet the learning outcomes throughout their program. This research was guided by past work categorizing student reactions into three categories: resistance, paralysis, and rage. Preliminary results are presented, and a fourth reaction, paralysis by proxy, is also proposed. Last is a discussion of how we as educators can integrate research on student reactions into course design/implementation, thus setting students up for success.

scholarly journals Development of an ERP System Design Course to Improve Students' Learning Outcomes

2021 ◽  
Vol 16 (12) ◽  
pp. 276
Author(s):  
Basma Alharbi
Keyword(s):  
Life Cycle ◽  
System Design ◽  
Open Source ◽  
Learning Outcomes ◽  
Course Design ◽  
Positive Impact ◽  
Erp System ◽  
Improved Learning ◽  
The University ◽  
System Selection

This paper describes the design and evaluation of an ERP system design course, which utilizes experiential learning theory along with open ERP sys-tem to provide the students with a holistic and cost-free learning environ-ment. The objective of the course is to familiarize students with the ERP se-lection and implementation life-cycle. When designing the pedagogical framework, the goal was to help students, especially those with little to no working experience to acquire the necessary knowledge, and develop the practical technical experience. Additionally, it was necessary to help students appreciate the depth and issues involved in the ERP system selection and implementation life-cycle. Lectures, case discussions, system demos with interactive labs, and group projects were used all together to enable in depth learning of the proposed topics. We focus on open source ERP system to provide the students with the required hands-on experience, and also to demonstrate that such approach can be utilized even by low resource universities. This paper includes details of the proposed framework. The proposed framework was taught and evaluated in a 1-semester graduate level course at the university of Jeddah, in Jeddah, Saudi Arabia. The course design was in-directly assessed using a survey, and the results revealed the positive impact that the proposed framework had on students’ learning outcomes. The results of the assessment support that experiential based learning using open source ERP systems can lead to improved learning outcome.

scholarly journals STUDENTS' PERSPECTIVE OF PRACTICAL WORK IN LEARNING SCIENCES VIA DISTANCE EDUCATION

2006 ◽  
Vol 2 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Jason K.Y. Chan ◽  
Namin Shin
Keyword(s):  
Distance Education ◽  
Learning Outcomes ◽  
Course Design ◽  
Practical Work ◽  
Learning Science ◽  
Instructional Designers ◽  
Attendance Rate ◽  
Science Courses ◽  
Qualitative And Quantitative ◽  
Questionnaire Surveys

This article focuses on students' perspectives on various aspects of learning science at a distance, such as ‘expectations,’ ‘learning outcomes,’ and ‘satisfaction’. Two foundation science courses offered by the School of Science and Technology at the Open University of Hong Kong (OUHK) were selected for the study. A series of indepth interviews was carried out with students enrolled in these courses, followed by questionnaire surveys and field observations in order to validate and triangulate the interview data. The findings revealed that students placed a high value on practical work in science courses. Moreover, the more familiar with the course subject, the less difficulty they anticipate in learning science via distance education. Two significant correlations were also found, between the perception of practical work and satisfaction, and between the attendance rate and the perception of practical work with distance learning at OUHK. This research adds to knowledge of disciplinebased distance education research in terms of empirical data in both qualitative and quantitative forms. Further investigation on this issue may help instructional designers and developed of science courses in the decision on various aspects of course design and development.

The second Conceptual Assessment in the Biological Sciences workshop

2008 ◽  
Vol 32 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Joel Michael ◽  
Jenny McFarland ◽  
Ann Wright
Keyword(s):  
Biological Sciences ◽  
Mental Models ◽  
Learning Outcomes ◽  
National Science Foundation ◽  
Course Design ◽  
Design Approach ◽  
Assessment Instruments ◽  
Research Groups ◽  
Classroom Discussions ◽  
National Science

A second National Science Foundation-sponsored workshop on Conceptual Assessment in Biology was held in January 2008. Reports prepared for the workshop revealed that research groups working in a variety of biological sciences are continuing to develop conceptual assessment instruments for use in the classroom. Discussions at this meeting largely focused on two issues: 1) the utility of the backwards design approach of Wiggins and McTighe ( 11 ), in which identification of learning outcomes (determining what to assess) lies at the beginning of course design; and 2) the utility of defining expected learning outcomes as the building of runable mental models (and designing conceptual assessments that would test the correctness of these mental models). A third meeting is being planned that will focus on the processes involved in writing and validating conceptual assessment instruments.

Iterative Live Case Projects

2018 ◽  
Vol 4 (4) ◽  
pp. 334-343
Author(s):  
David M. Hunt ◽  
Kirk Smith
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Learning Experience ◽  
Iterative Learning ◽  
Multiple Sources ◽  
Knowledge And Skills ◽  
Classroom Activities ◽  
Key Aspects ◽  
Summative Feedback ◽  
Problem Solving Task

Classroom methods that facilitate student learning from iteration have received little attention from scholars. Iterative learning requires students to repeat a problem-solving task in new contexts each time applying lessons from previous applications. Iterative learning formats improve students’ learning outcomes and help instructors ensure that knowledge and skills learned in the classroom transfer to other contexts. This article describes the sequential use of three live case projects as a method to deliver an iterative learning experience. Providing students both formative and summative feedback from multiple sources and designing assignments and classroom activities to accommodate 4-week project cycles are key aspects of implementing iterative projects. Instructors in a broad range of managerial courses can adapt this course design to achieve similar significant learning outcomes.

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders

2021 ◽  
Vol 9 (1) ◽  
pp. 218-240
Author(s):  
Darren S. Hoffmann ◽  
Katherine Kearns ◽  
Karen M. Bovenmyer ◽  
W. F. Preston Cumming ◽  
Leslie E. Drane ◽  
...  
Keyword(s):  
Graduate Students ◽  
Learning Community ◽  
Learning Outcomes ◽  
Institutional Design ◽  
Course Design ◽  
Collaborative Work ◽  
Hybrid Approach ◽  
College Courses ◽  
Face To Face ◽  
Approach To Teaching

In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work.

scholarly journals Complementary Teaching Strategies Anchored in the Peer-Assisted Learning Model

2021 ◽  
Vol 16 (2) ◽  
pp. 142-149
Author(s):  
Elisabeth C. Rosencrum ◽  
Emily E. Hildebrand ◽  
Meghan Negron ◽  
Claire Adkinson
Keyword(s):  
Learning Outcomes ◽  
Athletic Training ◽  
Course Design ◽  
Clinical Skills ◽  
Teaching Style ◽  
Peer Feedback ◽  
Peer Learning ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Peer Assisted Learning

Context Peer learning often happens naturally in athletic training education. Deliberate use of evidence-based learning models and strategies related to peer learning could make the peer work more effective. Objective To describe the approach to learning in the athletic training classroom, using the peer-assisted learning model, reciprocal teaching style, and structured peer feedback, that may improve student progress toward learning outcomes. Background The 3 complementary strategies have been described independently in the athletic training literature as well as in other health care curricula. The positive findings related to student learning continues to support the use of these pedagogic practices; however, they have not been explored as a collective way to design a course that includes a multitude of cognitive and psychomotor competencies. The reciprocal teaching style and structured peer feedback complement the peer-assisted learning model, offering a familiar didactic environment to address learning outcomes. Description Two therapeutic modalities courses were taught using the peer-assisted learning model with the use of reciprocal teaching style to encourage the expected student roles and behaviors. Structured peer feedback offered opportunities for increased student socialization and focus on improving clinical skills through low-stakes interactions. Advantage(s) The integration of reciprocal teaching style and structured peer feedback within the peer-assisted learning model may allow students to deliberately interact with each other and progress through course content and application. Conclusion(s) Through purposeful course design, athletic training educators may foster a classroom environment (lecture and lab) that focuses students on practicing skills and reinforcing correct technique through productive and constant communication.

scholarly journals Constructing the Learning Outcomes with Intercultural Assessment: A 3-Year Study of a Graduate Study Abroad and Glocal Experience Programs

2021 ◽  
Vol 33 (1) ◽  
pp. 82-105
Author(s):  
Chris Cartwright ◽  
Michael Stevens ◽  
Katharina Schneider
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Pacific Northwest ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Experience ◽  
Assessment Data ◽  
Mba Students ◽  
Intercultural Assessment

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a “glocal” learning experience course. Learners were assessed using the Inter cultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

Deconstructing Candy Crush: what instructional design can learn from game design

2015 ◽  
Vol 32 (3) ◽  
pp. 150-164 ◽  
Author(s):  
Evangeline Marlos Varonis ◽  
Maria Evangeline Varonis
Keyword(s):  
Learning Outcomes ◽  
Game Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Participant Observation ◽  
Design Strategies ◽  
Social Design ◽  
Learner Engagement ◽  
Content Type ◽  
Design For Learning

Purpose – The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach – Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings – Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments. Research limitations/implications – This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others. Practical implications – The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes. Originality/value – No published research exists that connects game design and course design in this fashion.

Linking online course design and implementation to learning outcomes: A design experiment

2012 ◽  
Vol 15 (2) ◽  
pp. 81-88 ◽  
Author(s):  
Karen Swan ◽  
Daniel Matthews ◽  
Leonard Bogle ◽  
Emily Boles ◽  
Scott Day
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Online Course ◽  
Design Experiment ◽  
Online Course Design ◽  
Design And Implementation
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