A Chronic Condition E-Learning Module for School Nurses to Train Afterschool Teachers and Staff

This case presents the design and assessment (at the Interaction level) of a student chronic condition e-learning module. The module is to be used by school nurses as a traditional presentation aid/slideshow to support their on-ground trainings for afterschool staff on how to manage students with chronic health conditions participating in afterschool programs. However, it also serves as an interactive, one-stop-shop for more detailed education and information on the conditions (e.g., additional prevention and treatment materials, step-by-step emergency actions for staff during and after school, resources for more training and education). Trained teachers and staff can then spend post-training time at home reading and interacting with module materials to go more in-depth on the material that the school nurses presented. Also, the module was created to be viewed on mobile devices and tablets that afterschool staff would keep with them, possibly referring to them in real-time for prevention or emergency actions.

Re-imagining Technology Education for Student Teachers Using Human-Centered Design

This design case describes the implementation of the Human-centered Design process, developed by the world leading design firm IDEO and Stanford d. school. The process describes the technology integration onto a teaching credential program course at a university in Central California. It reports the thought process to adopting HCD in the course with a focus on a semester-long assignment called Technology Leap Project (TLP). The preliminary design decisions and the design process in depth. Each phase of the HCD process (i.e. Inspiration, Ideation, Implementation) was defined and its manifestation into the TLP was articulated and assembled with samples of students’ work. The case also discusses various merits and challenges for the design team of applying the HCD process in engaging student learning and responding to their learning needs. Finally, the revision plan was discussed.

Rethinking the One Button Studio: An Alternative Solution

This design case focuses on the development of an alternative to Penn State’s One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.

Teaching and Learning During the Pandemic: Challenges ‎and Merits of International Co-Designing and Instruction ‎

This design case describes the design process and decisions of facilitating a week-long course on virtual teaching strategies taught by three facilitators, one in Vietnam and two in the United States at the onset of the COVD-19 pandemic. Participants were K-12 and college educators in Vietnam. The goal of the course was to introduce the Vietnamese educators to educational technology and pedagogical strategies for teaching virtually. The case also reports the facilitators’ self-reflection and biases prevalent within a Western curriculum culture as they attempted to deliver the content knowledge and connect with the Vietnamese learners. Finally, their insights into designing and implementing a cross-cultural, multilingual international online course within a rapid transition context are also shared. The intercultural online teaching experience provided a broader understanding of how students learn and what is valued.

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

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.

When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

Gamifying Project-Based Learning in Statistics Education in Singapore

Biostatistics is a second-year subject taken by Biomedical Engineering Diploma students in Temasek Polytechnic, Singapore. Gamification elements, referenced from the popular Pokémon GO, were infused into a suite of activities. The purpose was to engage and sustain the interest of students while facilitating the successful execution of their group project. The gamified initiative, named Biostatistics GO, generated much excitement and added depth to the learning of this project-based subject. In this paper, we present the design of Biostatistics GO by highlighting the key design principles, describing the gamification elements, and reviewing its impact on the students’ achievements and learning.

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

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.

Chopped ID and Bicycle Repair: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two designs, the two designs’ similar development narratives, and the two designs’ divergent features. We give special attention to the common values the designers brought to the act of designing. Contrasting crucial features in similar designs allowed us, as designers, to appreciate divergent design moves. A discussion of the two cases explains how designers arrived at different design decisions through similar rationale. The authors were both designers and instructors of the implementations; each presents their case in relation to the other. Our combined cases explore how designers might compare salient features of similar instructional interventions and appreciate design moves that one chose not to make.

Failing Forward: Educative Curriculum Materials, an English Teaching App, and a Revolution

Educative Curriculum Materials (ECMs) are teaching materials that have the dual function of providing learning activities to students and providing professional development to the teachers that use them. Answering a call for professional development opportunities, and with input from English teachers in rural Nicaraguan schools, the designers created a set of ECMs aligned with the Nicaraguan Ministry of Education Curriculum. When physically bringing the completed materials to educators in rural Nicaraguan schools became impossible, it was determined that the delivery system had to change. With support from a team of undergraduate computer science students, the ECMs were transferred to a digital delivery system, the new format allowing for even more English teaching and learning support. This paper shares how a revolution in Nicaragua and failed project ultimately led to the creation of the English teaching app Reaching for English.