scholarly journals “Playing Doom”: A Design Case in Self-Defense Training

2020 ◽  
Vol 11 (2) ◽  
pp. 9-16 ◽  
Author(s):  
Mario S Staller ◽  
Valentina Heil ◽  
Rüdiger Koch ◽  
Swen Körner
Keyword(s):  
Violence Prevention ◽  
Emergency Services ◽  
Skill Development ◽  
Learning Design ◽  
Student Centered ◽  
Self Defense ◽  
Coach Development ◽  
Design Case ◽  
Development Course ◽  
Pedagogical Principles

We report a design case in the context of self-defense training, that was designed by participants of a coach development course for violence prevention coaches for emergency services. The game was designed to foster skill development with regards to the defense against knife attacks in the context of self-defense. Following pedagogical principles of representative learning design, this game gives an idea of how self-defense skills could be developed in a game-like and student-centered environment.

scholarly journals Learning design for science education in the 21st century

2013 ◽  
Vol 45 (2) ◽  
pp. 404-421 ◽  
Author(s):  
Daniel Churchill ◽  
Mark King ◽  
Bob Fox
Keyword(s):  
Information Technology ◽  
Information Transfer ◽  
Conceptual Knowledge ◽  
Conceptual Models ◽  
Technology In Education ◽  
Learning Design ◽  
Student Centered ◽  
Learning Modules ◽  
Design For Science ◽  
Support Evaluation

Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ?learning design.? This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ?conceptual models? as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ?information transfer? models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.

scholarly journals The Four-Panel Narrative: A Slice of Life from an Adapted and Evolving Assignment

2021 ◽  
Vol 12 (2) ◽  
pp. 27-39
Author(s):  
Jalin Huang ◽  
Elizabeth Boling ◽  
Yichuan Yan
Keyword(s):  
Instructional Design ◽  
Master's Level ◽  
Master's Program ◽  
Indiana University ◽  
Media Development ◽  
Communication Device ◽  
Design Program ◽  
The Media ◽  
Design Case ◽  
Development Course

This design case chronicles a photography assignment starting with its origins in the master’s level lab of a communications design program in Taiwan’s National Yunlin University of Science and Technology, directed by Jalin Huang. We follow this assignment through its adaptation for a basic media development course taught by Professor Elizabeth Boling in the instructional design master’s program at Indiana University, and on to its evolution as a learning exercise and communication device in the instructional design studio sequence of that same program. Along the way, Yichuan Yan, a student from the development course, discusses the experience of receiving and carrying out this assignment in the context of the media development course. Revisions to the assignment for the communications students in Taiwan are also discussed.

scholarly journals Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

2017 ◽  
Vol 5 (9) ◽  
pp. 1 ◽  
Author(s):  
Katja Maass ◽  
Malcolm Swan ◽  
Anna-Maria Aldorf
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Influencing Factor ◽  
International Study ◽  
Student Centered ◽  
Inquiry Based Learning ◽  
Study Approach ◽  
Teachers Beliefs ◽  
Development Course

Inquiry-based learning (IBL) is a more student-centered approach to mathematics teaching that is recommended by many policy and curriculum documents across Europe. However, it is not easy for teachers to change from a more teacher-centered way of teaching to inquiry-based teaching as this involves a change of their role in class. Professional development courses are one way to help teachers with this endeavor. Within the discussion of effective professional development, beliefs are often named as an important influencing factor. In this respect, much research has been carried out on how beliefs on mathematics teaching impact the outcomes of the course. However, there has been much less research on what beliefs mathematics teachers develop on inquiry-based learning and how this might impact their (perceived) classroom teaching. Therefore, this paper presents an international research study carried out within the European Project Primas, in which professional development courses on inquiry-based learning were conducted in 12 countries. Using the case-study approach, this paper aims at answering the following questions: 1. What kind of beliefs about IBL do mathematics teachers across Europe develop? 2. How do these beliefs relate to teachers’ perceived enactments of IBL?

Multimedia Learning Designs

2005 ◽  
pp. 350-376
Author(s):  
Mike Keppell ◽  
Jane Gunn ◽  
Kelsey Hegarty ◽  
Vivienne O’Conner ◽  
Ngaire Kerse ◽  
...  
Keyword(s):  
Multimedia Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Health Sciences ◽  
Instructional Designers ◽  
Learning Design ◽  
Student Centered ◽  
Context Learning ◽  
Pedagogical Design ◽  
Multimedia Resources

This chapter describes the learning design of two multimedia modules which complement a problem-based learning health sciences curriculum. The use of student-centered, authentic learning design frameworks guide academics and instructional designers in the creative pedagogical design of learning resources. The chapter describes the educational context, learning design of two multimedia modules and suggests a number of strategies for improving the design and development of multimedia resources.

scholarly journals Constructivism Based Learning: Design and Practice

2015 ◽  
Vol 2 (2) ◽  
pp. 123-130
Author(s):  
Lia Kurniawati ◽  
Abdul Muin ◽  
Ramdani Miftah
Keyword(s):  
Problem Based Learning ◽  
Learning Processes ◽  
Learning Design ◽  
Learning Models ◽  
Student Centered ◽  
Learning Plan ◽  
Design And Practice ◽  
Thematic Learning ◽  
Teacher Centered

Abstract One of many problems in the madrasahs is that learning processes less-involve students actively (teacher-centered), thus, it affects to the improvement of learning outcomes and quality of the graduates. The purposes of this study are , firstly, to analyze what type of constructivism learning models, which can be developed to overcome madrasahs’ problems. Secondly, how to design and implement a learning plan based on the developed constructivism models. This research was conducted at Private Islamic Elementary School  (Madrasah) Ad-Diyanah Ciputat, South Tangerang. Research method used in this study is descriptive-qualitative research. The results showed that the active learning models based on constructivism are suitable to be developed in the Madarasah, which were the models of Problem Based Learning (PBM), Realistic Learning, Inquiry Learning and Thematic Learning and also how the development of the learning processes from the lesson plans to the learning implementation showed a paradigm shifting from teacher-centered to student-centered. Abstrak Salah satu permasalahan di madrasah-madrasah adalah proses pembelajaran yang kurang melibatkan siswa secara aktif (berpusat pada guru), sehingga hal ini mengakibatkan pada peningkatan hasil belajar dan kualitas lulusan. Tujuan dari penelitian ini adalah, pertama, untuk menganalisis jenis model pembelajaran konstruktivisme apa yang dapat dikembangkan untuk mengatasi permasalahan di madrasah. Ke dua, bagaimana merancang dan melaksanakan rencana pembelajaran berdasarkan model konstruktivisme yang dikembangkan. Penelitian ini dilaksanakan di Sekolah Dasar Swasta (madrasah) Ad-Diayanah Ciputat, Tangerang Selatan. Metode penelitian yang digunakan adalah metode deskriptif-kualitatif. Hasil penelitian menunjukkan bahwa model pembelajaran aktif yang berbasis konstruktivisme sesuai untuk dikembangkan di madrasah, yakni model pembelajaran Problem Based Learning (PBL), Pembelajaran Realistis, Pembelajaran Inkuiri dan Pembelajaran Tematik, juga bagaimana pengembangan proses pembelajaran dari rencana pembelajaran ke pelaksanaan pembelajaran menunjukkan perubahan paradigma dari berpusat-pada-guru menjadi berpusat-pada-siswa. How to Cite : Kurniawati, L. Muin, A. Miftah, R., M. (2015). Constructivism Based Learning: Design and Practice. TARBIYA: Journal Of Education In Muslim Society, 2(2), 123-130. doi:10.15408/tjems.v2i2. 3183. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.3183

scholarly journals Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design

2021 ◽  
Vol 12 (2) ◽  
pp. 93-110
Author(s):  
Mary Jo Dondlinger
Keyword(s):  
Course Design ◽  
Instructional Methods ◽  
Online Course ◽  
Master's Program ◽  
Graduate Course ◽  
Online Course Design ◽  
Student Centered ◽  
Student Centered Learning ◽  
Regional University ◽  
Design Case

Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

scholarly journals 4FAD: A framework for mapping the evolution of artefacts in the learning design process

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Juan A. Muñoz-Cristóbal ◽  
Davinia Hernández-Leo ◽  
Lucila Carvalho ◽  
Roberto Martinez-Maldonado ◽  
Kate Thompson ◽  
...  
Keyword(s):  
Life Cycle ◽  
Design Process ◽  
Design Research ◽  
Research Community ◽  
Learning Design ◽  
Evolutionary Processes ◽  
Ongoing Process ◽  
Design Life ◽  
Design Case ◽  
The Many

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: from a focus on the final designed artefact (the product of the design process) to the many artefacts generated and used by designers at different stages of the design process (e.g., sketches, reflections, drawings, or pictures). However, there is still a dearth of studies exploring the evolution of such artefacts throughout the learning design life cycle. A deeper understanding of these evolutionary processes is needed – to help smooth the transitions between stages in the life cycle. In this paper, we introduce the four-dimensional framework for artefacts in design (4FAD) to generate understanding and facilitate the mapping of the evolution of learning design artefacts. We illustrate the value of the framework by applying it in the analysis of an authentic design case.

Comment on Brush and Miller’s “Trouble in Paradigm: ‘Gender Transformative Programming’ in Violence Prevention”

2019 ◽  
Vol 25 (14) ◽  
pp. 1682-1688 ◽  
Author(s):  
Jocelyn A. Hollander ◽  
C. J. Pascoe
Keyword(s):  
Social Structure ◽  
Violence Prevention ◽  
Women's Empowerment ◽  
Women’S Empowerment ◽  
Gendered Violence ◽  
Self Defense ◽  
The Relationship ◽  
The Way

Brush and Miller have provided an astute critique of “gender-transformative” antiviolence programming, encouraging us to take more seriously the effects of history, gender, and social structure. In this commentary, we extend their analysis in four directions by highlighting the everydayness of gendered violence, the relationship between masculinity and social legibility, the seductive rewards of masculine conformity, and the way norms are enforced through nets of accountability. We elaborate on the model provided by women’s empowerment self-defense training to suggest a potential way forward for these programs.

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