scholarly journals Games and Simulations for Learning: A Course Design Case

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Mary Jo J Dondlinger
Keyword(s):  
Instructional Design ◽  
Course Design ◽  
Learning Technologies ◽  
Design And Technology ◽  
Degree Programs ◽  
Graduate Course ◽  
Regional University ◽  
Design Case ◽  
Pilot Implementation ◽  
Games And Simulations

Research on games and simulations for learning in the last decade has expanded the instructional design knowledge base to such an extent that degree programs in instructional design and technology are beginning to develop and offer courses on games and simulations as learning technologies. This design case chronicles the context, design decisions, and designer/instructor observations from the pilot implementation of a graduate course on Games & Simulations for Learning for a masters program in educational technology at a regional university in the southwestern United States.

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 Six ways to get a grip on leveraging the expertise of Instructional Design and Technology professionals

2021 ◽  
Author(s):  
Weichao Chen ◽  
AJ Kleinheksel
Keyword(s):  
Instructional Design ◽  
Technology Implementation ◽  
Learning Technologies ◽  
Design And Technology ◽  
Technology Enhanced Learning ◽  
Implementation Processes ◽  
Systems Perspective ◽  
Implementation Outcomes ◽  
Instructional Design And Technology ◽  
Technology Initiatives

We underutilize the knowledge and skills of Instructional Design and Technology (IDT) professionals, despite the frequent challenges in implementing learning technologies in medical education. This is largely due to a lack of understanding among stakeholders regarding the expertise of IDT professionals and their role in technology implementation processes. We seek to improve technology implementation outcomes by explaining the IDT field’s foundational tenets of a systems perspective and disciplined approach, clarifying the role that IDT professionals can play in educational technology initiatives, and providing guidance on how to foster productive collaborations in pursuit of effective technology-enhanced learning.

scholarly journals Using VoiceThread to Facilitate Asynchronous Communication: A Design Case

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Jesús Trespalacios
Keyword(s):  
Instructional Design ◽  
New Technologies ◽  
Online Courses ◽  
Asynchronous Communication ◽  
Video Communication ◽  
Graduate Course ◽  
Instructional Activities ◽  
Design Case ◽  
Design Case Study

Online courses have traditionally used text as the only medium to communicate. However, new technologies make it easier than ever before to integrate audio and video communication into online courses. The purpose of this design case study is twofold. Firstly, we sought to describe the different instructional activities designed for an Instructional Design online graduate course. Secondly, this study undertook to explain the integration of VoiceThread (a Web 2.0 tool with multimedia capabilities) to facilitate students’ interactions and the revisions made on some activities that used this tool. Data collected from two surveys administered at the end of the course showed the effectiveness of the changes implemented in the instructional activities and the advantages of using VoiceThread.

scholarly journals Developing Multi-Disciplinary Skills through a Course in Educational Software Design

2018 ◽  
Vol 9 (1) ◽  
pp. 49-79 ◽  
Author(s):  
Marisa Exter
Keyword(s):  
Instructional Design ◽  
Software Design ◽  
Interaction Design ◽  
Educational Software ◽  
Ability To Work ◽  
Software Projects ◽  
Graduate Course ◽  
Student Groups ◽  
Design Case ◽  
Multi Disciplinary Team

This design case covers a graduate course in educational software design that focuses on semester-long projects in response to client requests. The course was intended to address the need for professionals across disciplines, such as instructional design, computer science, and human-computer interaction design, to usefully collaborate on educational software projects. The ability to work on a multi-disciplinary team was fostered in several ways: through recruiting students across multiple majors; providing readings and student presentation topics related to language, processes, and techniques used by each discipline; and by scaffolding the work of multi-disciplinary student groups in a major semester-long project.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

scholarly journals Beyond the afterglow: Effective transfer of learning through instructional design

2020 ◽  
Vol 8 (1) ◽  
pp. 173-186
Author(s):  
John P Egan
Keyword(s):  
Community Of Practice ◽  
Transfer Of Learning ◽  
Course Design ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Activities ◽  
Practice Transfer ◽  
Effective Transfer ◽  
Study Participants ◽  
Specific Learning

This article examines the experiences of students after completing an online postgraduate learning technologies applications course with respect to the transfer of learning of skills, knowledges, and perspectives to their professional educational practice. Transfer of learning was perceived to have occurred with respect to overall course design and specific learning activities. Transfer of learning from the course to educational practice was seen as effective for most study participants; however, the strong community of practice inculcated within the course eroded after the course ended.

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 Essential books in the field of instructional design and technology

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Jenelle Ouimette ◽  
Daniel W. Surry ◽  
Adrian Grubb ◽  
David A. Hall
Keyword(s):  
Instructional Design ◽  
Design And Technology ◽  
Point Scale ◽  
Inferential Statistics ◽  
Core Group ◽  
Area Of Interest ◽  
Instructional Design And Technology ◽  
Personal Library ◽  
Degree Level ◽  
Education Business

<span>This article describes the results of a study to determine the books that instructional design and technology professionals believed were most important to the field. Participants in this study were 77 professionals from different areas of the field, including education, business, and government. The purpose of the study was to create a snapshot of the books that form the theoretical and practical foundation of the field of instructional design and technology at this time in the field's history. A survey was conducted asking participants to rank the importance of books on a four-point scale from "profoundly important" to "unimportant". The data were then analysed using descriptive and inferential statistics. Results indicate that the importance of a book varies widely, based on factors such as a person's area of interest in the field, degree level, and age. Overall, however, the study found that 10 books were viewed as being among the most important by most respondent groups. This core group of books should be included in every instructional designer's or technologist's personal library.</span>

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