scholarly journals Integrating design thinking into instructional design: The #OpenTeach case study

2021 ◽  
pp. 33-52
Author(s):  
Caitríona Ní Shé ◽  
Orna Farrell ◽  
James Brunton ◽  
Eamon Costello
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Design Thinking ◽  
Potential Method ◽  
Online Course ◽  
Instructional Designers ◽  
Course Materials ◽  
Thinking Process ◽  
Is Design

Online education is becoming the norm in higher education. Effective instructional design methods are required to ensure that “ever-connected” students’ needs are being met. One potential method is design thinking: an agile methodology that stresses the importance of empathy with the student. The #OpenTeach fully online course was designed using design thinking principles and delivered in Spring 2020. This article reports on a case study which focused on the use of design thinking to design and develop the #OpenTeach course. The five iterative stages of design thinking (empathy, define, ideate, prototype and test) were integrated into the design and development of the course materials. The findings of this study indicate that the use of the design thinking process may be used by instructional designers to achieve empathy with their learners, which will ensure learners successfully engage and achieve the learning objectives of the course. Implications for practice or policy: A rich case study of the successful integration of design thinking within the instructional design methodology of an online teacher education project is valuable to educationalists who wish to follow a user-cntred empathetic approach. Instructional designers should focus on empathising with their student cohort to successfully engage students in the content that has been designed, and developed, as part of an online course.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

Design and Development of Online Course Materials

2009 ◽  
pp. 280-304
Author(s):  
Chao Lee
Keyword(s):  
Instructional Design ◽  
Instructional Technology ◽  
Open Source ◽  
Operating Systems ◽  
Online Course ◽  
Material Development ◽  
Course Materials ◽  
Development Cycle ◽  
Course Material

In the previous chapter, we discussed client computers, desktop operating systems and desktop environments. A desktop environment is the platform where most of the online course materials will be developed. This chapter will focus on course material development with open source technologies. The first part of this chapter is a brief introduction of instructional design and instructional technology theories. We will discuss the development cycle of technology based course materials. The theories of instructional design and instructional technology will be used to guide the development process. After the introduction, we will look at some of the open source tools that can be used to develop online course materials. We will have some detailed discussion on the open source Web authoring, multimedia, and collaboration tools. We will explore the options we may have and the functionalities provided by these open source tools.

scholarly journals Computational Simulation as an Organizational Prototyping Tool

2019 ◽  
Vol 1 (1) ◽  
pp. 1105-1114 ◽  
Author(s):  
Clio Dosi ◽  
Manuel Iori ◽  
Arthur Kramer ◽  
Matteo Vignoli
Keyword(s):  
Organizational Context ◽  
Design Thinking ◽  
Design Method ◽  
Virtual Prototyping ◽  
Computational Simulation ◽  
Risk Environment ◽  
Event Simulation ◽  
Thinking Process ◽  
Alternative Solutions

AbstractThis case study deals with a redesign effort to face the overcrowding issue in an Emergency Department (ED). A multidiscinary group of healthcare professionals and engineers worked together to improve the actual processes. We integrate the simulation modeling in a human-centered design method. We use the simulation technique as a learning and experimentation tool into a design thinking process: the computational descrete event simulation helps explore the possibile scenarios to be prototyped. We used the simulation to create a virtual prototyping environment, to help the group start a safe ideation and prototyping effort. Virtual prototyping injected into the organizational context the possibility of experimenting. It represented a cognitive low-risk environment where professionals could explore possible alternative solutions. Upon those solutions, we developed organizational prototyping tools. Top management and head physicians gained confidence for a more grounded decision making effort and important choices of change management and investments have been made.

The Power of the Human Face in Online Education

2019 ◽  
Vol 10 (1) ◽  
pp. 13-26 ◽  
Author(s):  
Dale Patterson
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Course ◽  
Human Face ◽  
Online Delivery ◽  
Course Materials ◽  
Personal Level ◽  
Education Courses

The modern student exists in a highly technical and digitally driven educational world. Online delivery of courses and interactions, with the primary purpose of enhancing learning, and access to learning opportunities is becoming almost mainstream. Yet, despite the broad availability of online education courses and systems, the completion rates and levels of student satisfaction with online courses remains comparatively low. Studies have indicated that online students are seeking personal engagement to drive their learning. This project looked at the importance of having a human face at the heart of the online course materials to help develop a more personal level of engagement. The project, carried out between 2016 and 2018, involved a randomized control trial of 84 students, and compared two sets of course materials, for a common course topic, one with human face-based resources, and one without. The results clearly showed a significant increase in student engagement with the human face-based resources, but the learning outcomes, for those who completed, were not significantly different between the two groups.

scholarly journals Characteristics of an effective secondary school design thinking curriculum

2018 ◽  
Vol 11 (5) ◽  
Author(s):  
Leila Aflatoony ◽  
Ron Wakkary ◽  
Andrew Hawryshkewich
Keyword(s):  
Secondary School ◽  
Interaction Design ◽  
Qualitative Data ◽  
Design Thinking ◽  
School Design ◽  
Course Materials ◽  
Real World Applications ◽  
Multiple Case ◽  
And Performance

This study examines the effectiveness of course materials, design methods and teaching strategies in a design thinking-based curriculum. As part of a multiple case study, we developed, ran and studied an interaction design course for Canadian students in grade 9 and grade 10 (14–15 years old). We gathered qualitative data in the forms of interviews of students and teachers at the end of each class and at the end of the course, and we observed their activities and performance throughout the course. We also evaluated the curriculum by tracking the changes we made and justifying the intentions behind these curriculum modifications in the context of the research. From this research, three main curriculum characteristics were found to be essential for a design thinking course to be effective and engaging: experiential activities, real-world applications and characterised consequences. We recommend that design educators consider these characteristics.

scholarly journals Problem based learning in the design of a multimedia project

2001 ◽  
Vol 17 (2) ◽  
Author(s):  
Iain McAlpine ◽  
Rex Clements
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Based Learning ◽  
Approach To Learning ◽  
Course Materials ◽  
Problem Presentation ◽  
Ideal Approach ◽  
High Level

This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.

scholarly journals The Story is in the Structure: A Multi-Case Study of Instructional Design Teams

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Jason Drysdale
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Organizational Structure ◽  
Organizational Structures ◽  
Instructional Designers ◽  
Technology Support ◽  
Design Teams ◽  
Ability To Act ◽  
High Level

Although instructional designers are experienced and positioned to be leaders in online learning (Shaw, 2012), it was not previously known how organizational structures influenced their ability to act as leaders in their institutions. This problem warranted a deep exploration of the organizational structures for instructional design teams in higher education. This qualitative, multi-case study consisted of 3 individual universities each with a different organizational structure profile. Data were collected through semistructured interviews and document analysis with participants in 3 key roles at each institution: dedicated instructional designer, online faculty member, and online learning administrator. The research culminated in within-case analyses of each institution and a comparative case analysis of all 3 studied institutions. The results of the study revealed that the organizational structure that most positively influenced instructional design leadership was a centralized instructional design team with academic reporting lines. The results also showed that decentralized instructional designers experienced significant disempowerment, role misperception, and challenges in advocacy and leadership, while instructional designers with administrative reporting lines experienced a high level of role misperception specifically related to technology support. Positional parity between dedicated instructional designers and faculty, in conjunction with implementation of the recommended organizational structure, was found to be critical to empowering designers to be partners and leaders. 

Managing Quality in Online Education

2013 ◽  
pp. 220-233 ◽  
Author(s):  
Teresa L. Coffman ◽  
Mary Beth Klinger
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Course Design ◽  
Evaluation Process ◽  
Online Course ◽  
Instructional Designers ◽  
Quality Matters ◽  
Course Success ◽  
Online Course Development ◽  
Management Approaches

Online education is advancing the world over and recent emphasis has focused on the quality of online learning and student outcomes. This chapter focuses on managing quality in online learning design through two different project management approaches at two different institutions of higher education. University X instituted a pilot program of faculty and instructional designers to initiate online course development at this University and to identify and define quality in the online course design process. College Y has had a successful online cadre of courses and programs and recently adopted a for-purchase quality initiative through Quality Matters. Courses are put through the Quality Matters evaluation process to determine strengths and weaknesses. Both institutions will continue to offer online education as an alternative to traditional, classroom courses and both will continue to monitor quality as a key indicator of student learning and online course success.

scholarly journals Negotiating pedagogical challenges in the shift from face-to-face to fully online learning: A case study of collaborative design solutions by learning designers and subject matter experts

2019 ◽  
Vol 16 (1) ◽  
pp. 26-46
Author(s):  
Belinda Davey ◽  
◽  
Kristine Elliott ◽  
Maria Bora ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Subject Matter ◽  
Collaborative Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Subject Matter Experts ◽  
Face To Face ◽  
The University

With the increasing number of students enrolled in fully online programs and subjects across different Australian universities, online education has become a popular higher education alternative. The University of Melbourne has responded to this challenge by establishing the Melbourne School of Professional and Continuing Education (MSPACE), where the learning designers (LDs), project managers, educational technologists, graphic designers and video producers work collaboratively with subject matter experts (SMEs) from across the university to create high-quality fully online graduate subjects. The case study presented in this article examines how MSPACE used this team-based approach to design and develop Psychodynamic Psychiatry, a six-week elective in the Master of Psychiatry. This paper examines a number of pedagogical challenges that arise when converting a pre-existing face-to-face subject to a fully online subject, as well as some relatively unique aspects in the design and development process utilised by MSPACE. While the approach provided by MSPACE currently focuses on supporting SMEs by providing access to third-space professionals, it is hoped that this will act as a conduit through which the SMEs are enculturated into the ways of design thinking for effective online teaching and learning practice.

Applying Equity Design to Address Oakland’s Homelessness Human Rights Crisis

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Julia KRAMER ◽  
Julia KONG ◽  
Brooke STATON ◽  
Pierce GORDON
Keyword(s):  
Design Process ◽  
Collaborative Design ◽  
Design Thinking ◽  
Design Teams ◽  
Marginalized Groups ◽  
Thinking Process ◽  
Collaborative Efforts ◽  
Typical Design

In this case study, we present a project of Reflex Design Collective, an experimental social equity design consultancy based in Oakland, California. Since founding Reflex Design Collective four years ago, we have reimagined the role of “designers” to transform relationships structured by oppression. To illustrate this reimagination, we present a case study of our work as ecosystem-shifters. In 2017, we facilitated a co-design innovation summit where unhoused Oakland residents led collaborative efforts to alleviate the burdens of homelessness, with city staff and housed residents serving as allies instead of experts. Our approach to design facilitation differs from a typical design thinking process by pairing our clients with those on the front-lines of social inequity in a collaborative design process. Specifically, we elevate the importance of democratized design teams, contextualized design challenges, and ongoing reflection in a design process. We highlight successes of our design facilitation approach in the Oakland homelessness summit, including outcomes and areas for improvement. We then draw higher-level key learnings from our work that are translatable to designers and managers at large. We believe our approach to equity design will provide managers and designers an alternative mindset aimed to amplify the voices of marginalized groups and stakeholders.

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