This document provides an overview of Tracey Dalton's research proposal on implementing post-lecture screencasts to increase understanding for interior design students. The summary includes:
[1] Tracey has produced over 50 screencasts over the past two years to support her classroom teaching on topics like perspective drawing and AutoCAD tutorials. She wants to research if making these screencasts available post-lecture can help increase student understanding.
[2] The research will involve surveying and interviewing interior design students from DIT and Dublin Institute of Design who have used Tracey's CAD screencasts. It will use a mixed-methods approach to understand the student experience and impact on factors like anxiety and ability.
This document discusses methods for teaching structures to architecture students through hands-on activities. It notes that architecture faculty and students struggle with traditional engineering-based approaches. The document reviews different teaching methods including hands-on activities, computer simulations, web-based education, and integrating structures with design studios. It provides examples of hands-on labs used at the University of Michigan including building balsa wood towers and testing them. Student evaluations indicate hands-on activities help them intuitively understand structures. The discussion concludes hands-on, analogy, group work and analysis of experiments enhances learning structures.
[AsiaTEFL 2016] Flipped Classroom as a Paradigm Shift for Teaching EFL in Koreaheyoungkim
The document discusses issues with English education in Korean schools and proposes the flipped classroom model as a potential solution. It provides the following key points:
- According to surveys of Korean students, they are dissatisfied with their English classes which overly emphasize grammar and do not meet their needs for speaking practice.
- The flipped classroom model moves direct instruction outside of class time, using online lectures, videos and readings for homework. This frees up more class time for interactive activities, discussions and feedback.
- Two case studies show how the flipped classroom was implemented successfully in a college English course and subject class on technology in language learning. Students reported benefits like convenience, flexibility and increased interaction/discussion times.
The document discusses techniques for teaching programming to novices. It describes some of the challenges of teaching programming, including that students need to develop the right mental models of how computers work and that programming involves multiple levels of abstraction. It then discusses the "teacher's toolkit", which includes techniques like pair programming, use-modify-create, PRIMM, peer instruction, worked examples, and Parson's problems. These techniques aim to reduce cognitive load, engage students collaboratively, and help students understand programs by reading code before writing it themselves. The document emphasizes that teachers play a key role and can draw on strategies from their existing toolkit to help students learn programming.
Innovative methods in architectural educationKenny Joy
This document summarizes an innovative approach to architectural education presented by Ar. Kenny P. Joy. It begins with Joy's background and credentials. It then discusses some limitations of conventional teaching methods, emphasizing lecture-based learning and a lack of practical application. The new approach focuses on hands-on workshops, collaborative learning between academics and practitioners, and studio-based learning that integrates various subject areas into design projects. It aims to teach students the design process rather than just the product. Key aspects include theme-based studios, multi-stage design studies, and evaluating the design process over just the final output. The goal is to stimulate curiosity and allow students to learn through their own choices and mistakes.
The document discusses the accessibility features of a Prezi poster created by Angela Phillips. It received a 49% accessibility score for features like color contrast, readability of zooming text, and appropriate text size. While Prezi allows audio and video, screen readers cannot access text summaries. A transcript was provided but did not capture visual elements like pie charts. Considerations were made for those who are deaf or have visual impairments by including audio descriptions and unambiguous language. Links to the Prezi and a downloadable PDF with additional descriptions were provided so the content could be accessed and modified as needed.
Extreme Apprenticeship Meets Playful Design at Operating System Labs: A Case ...Rosella Gennari
The extreme apprenticeship instructional methodology, recently born in Scandinavia, serves to organise education in formal contexts, such as university courses. The fundamental idea is that a new task is learned by apprentices, looking at the master who is performing it, and then repeating the task under his or her guidance. Continuous feedback and learning by doing are key principles of extreme apprenticeship. However, in e-learning contexts, the direct contact with the master may be missing. Then engagement of students with learning material becomes a challenging goal to achieve when designing the material. In this paper, we see how extreme apprenticeship and playful design were combined for designing the learning material of the laboratories of a traditionally `boring' university course, namely, operating systems. A preliminary analytic evaluation concludes the paper showing the viability of the blended approach.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
The document discusses pedagogical approaches for teaching architectural building construction. It notes that traditional lecture-based instruction does not align well with the visual and kinesthetic learning preferences of many architecture students. It suggests integrating hands-on activities and case studies to complement lectures. The use of 3D modeling, multimedia, and visual manuals are recommended to help students better understand construction processes, sequences, and techniques. Developing instruction that engages different learning styles can improve student comprehension and learning outcomes.
This document discusses methods for teaching structures to architecture students through hands-on activities. It notes that architecture faculty and students struggle with traditional engineering-based approaches. The document reviews different teaching methods including hands-on activities, computer simulations, web-based education, and integrating structures with design studios. It provides examples of hands-on labs used at the University of Michigan including building balsa wood towers and testing them. Student evaluations indicate hands-on activities help them intuitively understand structures. The discussion concludes hands-on, analogy, group work and analysis of experiments enhances learning structures.
[AsiaTEFL 2016] Flipped Classroom as a Paradigm Shift for Teaching EFL in Koreaheyoungkim
The document discusses issues with English education in Korean schools and proposes the flipped classroom model as a potential solution. It provides the following key points:
- According to surveys of Korean students, they are dissatisfied with their English classes which overly emphasize grammar and do not meet their needs for speaking practice.
- The flipped classroom model moves direct instruction outside of class time, using online lectures, videos and readings for homework. This frees up more class time for interactive activities, discussions and feedback.
- Two case studies show how the flipped classroom was implemented successfully in a college English course and subject class on technology in language learning. Students reported benefits like convenience, flexibility and increased interaction/discussion times.
The document discusses techniques for teaching programming to novices. It describes some of the challenges of teaching programming, including that students need to develop the right mental models of how computers work and that programming involves multiple levels of abstraction. It then discusses the "teacher's toolkit", which includes techniques like pair programming, use-modify-create, PRIMM, peer instruction, worked examples, and Parson's problems. These techniques aim to reduce cognitive load, engage students collaboratively, and help students understand programs by reading code before writing it themselves. The document emphasizes that teachers play a key role and can draw on strategies from their existing toolkit to help students learn programming.
Innovative methods in architectural educationKenny Joy
This document summarizes an innovative approach to architectural education presented by Ar. Kenny P. Joy. It begins with Joy's background and credentials. It then discusses some limitations of conventional teaching methods, emphasizing lecture-based learning and a lack of practical application. The new approach focuses on hands-on workshops, collaborative learning between academics and practitioners, and studio-based learning that integrates various subject areas into design projects. It aims to teach students the design process rather than just the product. Key aspects include theme-based studios, multi-stage design studies, and evaluating the design process over just the final output. The goal is to stimulate curiosity and allow students to learn through their own choices and mistakes.
The document discusses the accessibility features of a Prezi poster created by Angela Phillips. It received a 49% accessibility score for features like color contrast, readability of zooming text, and appropriate text size. While Prezi allows audio and video, screen readers cannot access text summaries. A transcript was provided but did not capture visual elements like pie charts. Considerations were made for those who are deaf or have visual impairments by including audio descriptions and unambiguous language. Links to the Prezi and a downloadable PDF with additional descriptions were provided so the content could be accessed and modified as needed.
Extreme Apprenticeship Meets Playful Design at Operating System Labs: A Case ...Rosella Gennari
The extreme apprenticeship instructional methodology, recently born in Scandinavia, serves to organise education in formal contexts, such as university courses. The fundamental idea is that a new task is learned by apprentices, looking at the master who is performing it, and then repeating the task under his or her guidance. Continuous feedback and learning by doing are key principles of extreme apprenticeship. However, in e-learning contexts, the direct contact with the master may be missing. Then engagement of students with learning material becomes a challenging goal to achieve when designing the material. In this paper, we see how extreme apprenticeship and playful design were combined for designing the learning material of the laboratories of a traditionally `boring' university course, namely, operating systems. A preliminary analytic evaluation concludes the paper showing the viability of the blended approach.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
The document discusses pedagogical approaches for teaching architectural building construction. It notes that traditional lecture-based instruction does not align well with the visual and kinesthetic learning preferences of many architecture students. It suggests integrating hands-on activities and case studies to complement lectures. The use of 3D modeling, multimedia, and visual manuals are recommended to help students better understand construction processes, sequences, and techniques. Developing instruction that engages different learning styles can improve student comprehension and learning outcomes.
This document summarizes two practices that implemented mobile-assisted language learning (MALL) in Japan.
Practice 1 at Aoyama Gakuin University implemented a flipped classroom approach using mobile devices. Students improved their TOEIC and CASEC scores after participating. Questionnaires found students felt autonomous learning and social media improved their activities.
Practice 2 at Tokyo University of Agriculture and Technology had students write essays and provide peer feedback using an online discussion board on their mobile devices. Students' final drafts showed reduced errors and increased length. Most students felt mobile interactions were easier and more enjoyable than face-to-face.
Both practices found MALL integrated effectively with classroom activities and helped improve students' English
The document discusses rapid prototyping in instructional design. It begins by summarizing an author's experience with how instructional design theories did not always match real-world practice, and that situated learning depends on unique project circumstances. It then provides an overview of the history and benefits of rapid prototyping, including clarifying needs, enhancing creativity, and reducing errors. Different types of prototypes are described like paper prototypes, wireframes, and electronic prototypes. The advantages of rapid prototyping include encouraging participation, enabling iteration, and detecting errors earlier.
The document discusses best practices for facilitating online discussion groups, including choosing a discussion format or task that suits the intended purpose, such as using case studies, debates, or role plays to drive conceptual understanding or reach a resolution. It also addresses how to motivate student contributions, such as through assessment, explaining the intrinsic value and purpose of the discussion, or setting extended reading and response tasks. The document provides examples from studies on comparing online versus face-to-face discussions and strategies for getting students to read online discussion posts.
Asynchronous v synchronous. Who wins? Students DecideColm Dunphy
The survey found that students preferred asynchronous options for viewing video lectures, with over 75% watching recordings after live sessions. They preferred if videos were recorded and posted to YouTube rather than the learning management system, and liked seeing the lecturer on camera. While some wanted live sessions, most felt asynchronous options were more accommodating of their schedules. Feedback suggested continuing with engaging content and support structures while exploring shorter video lengths and more elective options. Overall, students felt the programme exemplified quality online learning.
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
This document describes a teaching unit that used stop motion animation to teach mathematical functions. Students worked in groups to create stop motion videos explaining graphs of basic mathematical functions. The goals were to improve self-learning, sharing knowledge with others, creativity, autonomy, and tolerance of different opinions. Activities included independent research on functions and stop motion techniques, creating a storyboard, and collaboratively filming a stop motion video. The teacher took a tutor role, and students found the flipped classroom and collaborative work methodologies effective in motivating learning.
EDUC5102G Adobe Connect Session 1 (W18)Robert Power
This document outlines the course overview for an educational technology and communication course. It includes details about topics covered, assignments, and schedule. The course examines theories of communication and learning and their application to instructional technology. It emphasizes innovative ways to enhance educational communication. Assignments include a case study on addressing a communications issue using technology, and a group presentation and online resource page on a major communications theory.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
The document discusses using electronic portfolios to support assessment and deep learning in a rural high school class. Key findings include:
1) Electronic portfolios can support both the teacher's need for assessment and students' deep learning by allowing reflection and feedback.
2) Benefits include developing technology skills, organization, and motivation, while disadvantages include technology access and support as a single teacher.
3) Formative assessment through reflection and discussion supported learning, while summative assessment incentivized completion when used to support learning.
4) Overall, the benefits of reflection, sharing work, and developing learning goals outweighed the disadvantages, but strategies are needed to better support reflection as portfolios.
This lesson plan outlines an assignment for grade 12 English Language Arts students to explore representations of Canadian identity. Students will view media sources depicting Canadian stereotypes, then research and compile their own examples of how Canadians and the media portray Canadian traits. They will create a presentation comparing these views and present their findings to the class. The goal is for students to practice research, media literacy, and communication skills while learning about Canadian culture representations.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
This document provides information about the Architecture Design Studio 1 module taken in March 2014. The module is a 5-credit introduction to architectural design focused on the theme of "Body and Space". Over 14 weeks, students will complete projects emphasizing subjective and objective design parameters, including designing an object expressing the self, a confined living space, and an individual dream space. Assessment includes individual and group projects, with the largest weight (60%) on the final project. The goal is for students to understand architecture as both an artistic and practical discipline centered around the user.
The document examines using blended learning and student-edited podcasts to improve engagement and retention of part-time postgraduate students. It discusses using free and open-source audio editing software like Audacity to create podcasts summarizing lectures. Students incorporated their views into podcasts and provided feedback, expressing enthusiasm for the podcasts. The approach showed potential to support learning and may help with recruitment in the future.
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
The document discusses designing a problem-based learning online course about social media. It proposes using three overarching problems related to commerce, education, and professions for students to solve through interacting in social media and reading course materials. The course would utilize various technologies and involve one hour of synchronous group tutorials and one hour of asynchronous online activities each week. Reflective analyses from the two instructors find benefits like developing 21st century skills but also challenges in facilitating discussions and group work online. Overall, the instructors feel it was a worthwhile experience and would design another online PBL course.
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
This document summarizes two practices that implemented mobile-assisted language learning (MALL) in Japan.
Practice 1 at Aoyama Gakuin University implemented a flipped classroom approach using mobile devices. Students improved their TOEIC and CASEC scores after participating. Questionnaires found students felt autonomous learning and social media improved their activities.
Practice 2 at Tokyo University of Agriculture and Technology had students write essays and provide peer feedback using an online discussion board on their mobile devices. Students' final drafts showed reduced errors and increased length. Most students felt mobile interactions were easier and more enjoyable than face-to-face.
Both practices found MALL integrated effectively with classroom activities and helped improve students' English
The document discusses rapid prototyping in instructional design. It begins by summarizing an author's experience with how instructional design theories did not always match real-world practice, and that situated learning depends on unique project circumstances. It then provides an overview of the history and benefits of rapid prototyping, including clarifying needs, enhancing creativity, and reducing errors. Different types of prototypes are described like paper prototypes, wireframes, and electronic prototypes. The advantages of rapid prototyping include encouraging participation, enabling iteration, and detecting errors earlier.
The document discusses best practices for facilitating online discussion groups, including choosing a discussion format or task that suits the intended purpose, such as using case studies, debates, or role plays to drive conceptual understanding or reach a resolution. It also addresses how to motivate student contributions, such as through assessment, explaining the intrinsic value and purpose of the discussion, or setting extended reading and response tasks. The document provides examples from studies on comparing online versus face-to-face discussions and strategies for getting students to read online discussion posts.
Asynchronous v synchronous. Who wins? Students DecideColm Dunphy
The survey found that students preferred asynchronous options for viewing video lectures, with over 75% watching recordings after live sessions. They preferred if videos were recorded and posted to YouTube rather than the learning management system, and liked seeing the lecturer on camera. While some wanted live sessions, most felt asynchronous options were more accommodating of their schedules. Feedback suggested continuing with engaging content and support structures while exploring shorter video lengths and more elective options. Overall, students felt the programme exemplified quality online learning.
1) Learning design makes explicit the pedagogical approach and activities in a course through various representations and frameworks.
2) These include course maps, pedagogy profiles, task swimlanes, and learning outcome mappings which describe different dimensions of a course.
3) Making the design explicit through different representations supports collaboration between educators and sharing of best practices.
This document describes a teaching unit that used stop motion animation to teach mathematical functions. Students worked in groups to create stop motion videos explaining graphs of basic mathematical functions. The goals were to improve self-learning, sharing knowledge with others, creativity, autonomy, and tolerance of different opinions. Activities included independent research on functions and stop motion techniques, creating a storyboard, and collaboratively filming a stop motion video. The teacher took a tutor role, and students found the flipped classroom and collaborative work methodologies effective in motivating learning.
EDUC5102G Adobe Connect Session 1 (W18)Robert Power
This document outlines the course overview for an educational technology and communication course. It includes details about topics covered, assignments, and schedule. The course examines theories of communication and learning and their application to instructional technology. It emphasizes innovative ways to enhance educational communication. Assignments include a case study on addressing a communications issue using technology, and a group presentation and online resource page on a major communications theory.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
The document provides an overview of learning design and discusses several key topics:
1) It outlines some paradoxes in how technologies are used in education and proposes case studies and support networks as potential solutions.
2) It examines design practices and representations in fields like chemistry and music that effectively capture key factors to enable reproduction.
3) It proposes a new learning design methodology that encourages reflective practices, promotes sharing, and shifts approaches from implicit to explicit.
The document discusses using electronic portfolios to support assessment and deep learning in a rural high school class. Key findings include:
1) Electronic portfolios can support both the teacher's need for assessment and students' deep learning by allowing reflection and feedback.
2) Benefits include developing technology skills, organization, and motivation, while disadvantages include technology access and support as a single teacher.
3) Formative assessment through reflection and discussion supported learning, while summative assessment incentivized completion when used to support learning.
4) Overall, the benefits of reflection, sharing work, and developing learning goals outweighed the disadvantages, but strategies are needed to better support reflection as portfolios.
This lesson plan outlines an assignment for grade 12 English Language Arts students to explore representations of Canadian identity. Students will view media sources depicting Canadian stereotypes, then research and compile their own examples of how Canadians and the media portray Canadian traits. They will create a presentation comparing these views and present their findings to the class. The goal is for students to practice research, media literacy, and communication skills while learning about Canadian culture representations.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
This document provides information about the Architecture Design Studio 1 module taken in March 2014. The module is a 5-credit introduction to architectural design focused on the theme of "Body and Space". Over 14 weeks, students will complete projects emphasizing subjective and objective design parameters, including designing an object expressing the self, a confined living space, and an individual dream space. Assessment includes individual and group projects, with the largest weight (60%) on the final project. The goal is for students to understand architecture as both an artistic and practical discipline centered around the user.
The document examines using blended learning and student-edited podcasts to improve engagement and retention of part-time postgraduate students. It discusses using free and open-source audio editing software like Audacity to create podcasts summarizing lectures. Students incorporated their views into podcasts and provided feedback, expressing enthusiasm for the podcasts. The approach showed potential to support learning and may help with recruitment in the future.
Reflecting about the scholarship of teaching and learning when designing a PB...Ann Davidson
The document discusses designing a problem-based learning online course about social media. It proposes using three overarching problems related to commerce, education, and professions for students to solve through interacting in social media and reading course materials. The course would utilize various technologies and involve one hour of synchronous group tutorials and one hour of asynchronous online activities each week. Reflective analyses from the two instructors find benefits like developing 21st century skills but also challenges in facilitating discussions and group work online. Overall, the instructors feel it was a worthwhile experience and would design another online PBL course.
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
This document discusses instructional design and media selection. It provides an agenda for an instructional design course that includes updating students on assignments, discussing learner motivation theories, and media selection. The document outlines an assignment for students to create an instructional blueprint applying their instructional design model. It provides grading criteria, discusses applying instructional design models and theories to the blueprint, and considers issues to examine when selecting media. Checklists are presented to help instructional designers evaluate the effectiveness of media in supporting instructional goals and learner interaction.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
Design patterns can help support others in making successful design decisions for online teaching by drawing inspiration from previous successful designs and making that knowledge reusable. The document discusses how design patterns make tacit design knowledge visible, shareable, and reusable. It provides an example environmental familiarization activity pattern and discusses how design pattern workshops that incorporate narrative cases, design challenges, and prototypes can help facilitate the capture and reuse of expert design knowledge at scale. In summary, design patterns can transfer representations of practice that are appropriate for the user, present essential elements, encourage creative use, and add the voice of expert designers.
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
This 5-week unit plan focuses on teaching 8th grade students about 3D modeling. Students will learn how to identify needs and opportunities for technical solutions, locate resources to develop ideas, and construct and assess 3D models. They will use Autodesk Inventor to draw and dimension prototypical designs. Assessments include daily activities, quizzes, and a final dragster design project. The unit aims to help students understand the 3D modeling design process and apply those skills to real-world problems.
The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
This document provides an overview of the design and development of an e-learning resource to teach students how to develop and maintain a reflective journal using Penzu and embed it into their Mahara e-portfolio. The resource was designed using the ADDIE instructional design model and delivered through Blackboard. It includes 3 units that introduce reflective journals, teach how to use Penzu, and how to embed the Penzu journal into Mahara. The resource was evaluated using a learning object review instrument.
A Better Way to Design & Build Immersive E Learningnarchambeau
The document discusses principles for designing effective immersive e-learning experiences. It outlines 6 key design principles: focusing on applied knowledge over facts, hooking learners with engaging introductions, making content relevant to learners' contexts, providing exercises where learners make meaningful choices, introducing an element of risk, and using intrinsic feedback. It also discusses prototyping content through successive iterations to get the right level of instructional interactivity.
The Structure and Components for the Open Education EcosystemHans Põldoja
Lectio Praecursoria in the doctoral defense, 23 September 2016. Aalto University School of Arts, Design and Architecture. Helsinki, Finland.
The disseration can be downloaded from https://shop.aalto.fi/media/attachments/748b6/Poldoja_verkkoversio.pdf
Learning Design for Student Success: The Good, the Bad and the UglyMark Brown
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1. Design - Basic Principles 1
Research Proposal
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
‘The implementation of Post - Lecture Screencasts to
Increase Understanding:
A Case Study for Third Level Interior Design’
2. Design - Basic Principles 1
Context & Rationale
Brief Synopsis:
I am a lecturer on a BA Hons. degree in Interior Design & Furniture
in DIT and HND in 3D Design and BA Hons. degree in Interior
Design in Dublin Institute of Design.
Over the last two years I have produced over fifty screencasts to
support my classroom teaching. These screencasts firstly
concentrated on perspective drawing and lead on to production of
AutoCAD tutorials with first years. I produced them with a free
downloadable software called ‘Hypercam’.
I had been teaching these topics in a lab (AutoCAD) and studio
environment (perspective drawing) for four years. I thought that it
would be very beneficial to students’ learning, to be given an
opportunity to review a classroom lecture to increase understanding
- in an audio-visual medium, accompanied by hand-outs.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
3. Design - Basic Principles 1
Context & Rationale
Why research the implementation of screencasts in a design setting?
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
In my experience as a design lecturer and design student ………
Why do students choose to study art /design ?
Various reasons – artistic talent, passion
for creative fields, natural creative ability,
lateral thinkers, visually oriented learners,
non-academic, problem solvers,
vocationally skilled
4. Design - Basic Principles 1
Context & Rationale
Why research the implementation of screencasts in a design setting?
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
In First Year:
What do most interior design students already know how to do?
Students tend be confident in producing workbooks, research,
inspirational visual imagery, written work, sketches.
What do most interior design students not know how to do?
Students tend not to be confident with new learning challenges i.e.
technical drawing, model making, construction studies and AutoCAD
Reasons why these challenges are important to overcome:
• Essential skills for industry.
• Designers need to be both creatively and technically competent.
• Hand drawing alone will not suffice for progression.
5. Design - Basic Principles 1
Aim & Objectives
What do I want to find out from my research?
Can a blended learning approach help to overcome new learning
challenges in first year?
What are the benefits of screencasts for students’ learning of AutoCAD?
How do students feel about a blended approach to learning?
Would students welcome more blended approaches to learning?
What is the students’ user experience of the screencasts?
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
Re-cap of research question:
‘The Implementation of Post - Lecture Screencasts to Increase
Understanding: A Case Study for Third Level Interior Design’
6. Design - Basic Principles 1
Literature Review
How did I conduct my literature search?
Most of the literature on screencasting and blended
learning came from DIT library and library database searches:
Main Sources from Database and Web searches:
Google Scholar
Arrow@DIT
Journal of Information Technology Education
Advances in Engineering Education
Journal of Engineering Education
International Review of Research in Open & Distance Learning
Higher Education Authority (UK)
Infoworld Magazine
americanlibrariesmagazine.org
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
7. Design - Basic Principles 1
Literature Review
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
When was the term ‘screencast’ coined?
In 2004, Jon Udell, an analyst at
Microsoft, writer and architect –
coined the phrase after inviting readers of
his blog to name the new genre.
He is cited in many articles as being the
‘founder’ of screencasting . He has written
many papers and articles on computer
technology, but mostly trade magazine
articles and blogs on screencasting.
Articles/Blogs:
Name that genre:Screencast (2004)
What is Screencasting? (2005)
Secrets of Screencasting (2005)
A Casting Call (2006)
8. Design - Basic Principles 1
Literature Review
Seminal/Cited Authors – Screencasting
Katie R. Green / Tershia Pinder-Grover,
& Joanna Mirecki Millunchick
Michigan State Uni. / Uni. of Michigan USA
‘Example of a Mini-Lecture Screencast
on Dislocations’ (2008)
‘Example of a Homework Solution Screencast’ (2009)
‘Leveraging screencasts to strategically clarify unclear
materials science concepts’(2009)
‘The efficacy of screencasts on diverse students in a
large lecture course’(2009)
The efficacy of screencasts to address the diverse
academic needs of students in a large lecture course.
(2011)
‘Impact of Screencast Technology: Connecting the
Perception of Usefulness and the Reality of
Performance’(2012)
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
9. Design - Basic Principles 1
Literature Review
Seminal/Cited Authors - Screencasting
Barney Dalgarno
Charles Sturt University, Aus.
Sunam Pradhan
& Mark J. W. Lee
University of Ballarat, Aus.
‘The Effectiveness of Screencasts and
Cognitive Tools as Scaffolding for
Novice Object-Oriented Programmers’ (2008
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
10. Design - Basic Principles 1
Literature Review
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
Seminal/Cited Authors - Screencasting
William Sugar,
Abbie Brown
Kenneth Luterbach
East Carolina University, USA
‘Examining the Anatomy of a Screencast:
Uncovering Common Elements and
Instructional Strategies’ (2010)
Definition of screencasting:
‘A digitally recorded playback of a computer screen
output which often contains audio narration, to visually
present procedural information’ (Sugar et al, 2010)
11. Design - Basic Principles 1
Literature Review
Other Seminal/Cited Authors – Screencasting
Betty, P. (2009). Assessing home grown library collections: Using Google
Analytics to track use of screencasts and Flash-based learning objects.
Evans, D. (2011) Using embryology screencasts: A useful addition to the
student learning experience?
Farkas, M. (2013) Just-for-me Training – Screencasting for personalized long –
term learning
Grabe, M. & Christopherson, K. (2008). Optional student use of online lecture
resources: Resource preferences, performance and lecture attendance.
Kopel, M. (2010) The Paradigm of Screencasting in E-Learning.
Lee, M. & Thompson, R. (2012) Talking with Students through Screencasting:
Experimentations with Video Feedback to Improve Student Learning
McGrann, R. (2005). Enhancing engineering computer-aided design education
using lectures recorded on the PC?
Rose, K. (2009). Student perceptions of the use of instructor-made videos in
online and face to face classes.
Winterbottom, S. (2007) Virtual lecturing: Delivering lectures using screencasting
and podcasting technology.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
12. Design - Basic Principles 1
Literature Review
Art & Design Related articles on Screencasting with Computer Aided Design
Hardaker,C. & Rushin, G., (2012) ‘Development and Evaluation of the use of
Screencasts as a Supplement to Computer Aided Design Teaching in Fashion
and Textiles’ - Dept. of Fashion & Textiles, De Montfort University, Leicester, England
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
Most similar to my research project
Uses similar software and research methods
Focus on software creation
Could be explored further
Mainly quantitative reporting
No learning theory aligned to research
The research was unfinished at time of publishing.
Further work – exit questionnaire, profiling,
workshops, presentations and published paper.
Example of screencast; Student’s work
13. Design - Basic Principles 1
Literature Review
Further Reading:
Seminal/Cited Authors – Blended Learning & Instructional Design
Beetham, H. and Sharpe, R. (2007) (Eds.) Rethinking Pedagogy for a Digital Age.
Clark, Ruth Colvin & Mayer, Richard E. (2008) E-learning and the science of instruction:
proven guidelines for consumers and designers of multimedia learning.
Conole, G and Oliver, M. (2007) (Eds.) Contemporary perspectives in eLearning
Research: themes, methods and impact upon practice.
Gagne, R. (2005) Principles of instructional design.
Juwah, C. (2006) (Ed) Interactions in Online Education. Implications for Theory and
Practice.
Laurillard, D. (2002) Rethinking University Teaching: A Conversational Framework
for the Effective Use of Educational Technology.
Littlejohn,A. & Pegler,C. (2007). Preparing for blended e-learning.
Mayer, Richard E. (2009) Multimedia learning. Mayer is referenced often in the literature!
Reigeluth, Charles M. & Carr-Chellman, Alison A. (2009) Instructional-design theories and
models: Building a common knowledge base.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
14. Design - Basic Principles 1
Literature Review
DIT / Past pupils papers reviewed – Blended Learning & Instructional Design
Russell, P., Ryder, G., Kerins, G., Phelan, M., (2013.) Creating, sharing and reusing
learning objects to enhance information literacy.
Seery, M. and Donnelly, R. (2011), The implementation of pre-lecture resources to reduce
in-class cognitive load: A case study for higher education chemistry.
Stuart, A. (2013) Engaging Students Learning Through a Blended Learning Environment.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
15. Design - Basic Principles 1
Literature Review
Common strands in the literature:
• Focus on the technology itself
• Research with large lectures groups
• Use of quantitative rather than qualitative methods
• Science, technology, instructional education and engineering focussed research
• Assessing student creation of screencasts
• Student access and perception of screencasts
• Screencast implementation to scaffold learning and reduce cognitive load
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
16. Design - Basic Principles 1
Literature Review
How can my research add new knowledge or
solve a problem in relation to screencast use?
• It is focussed in an arts based discipline.
• It is carried out with small class sizes, giving a more personalized one-to-
one experience – a blended learning approach.
• The research can take a mixed methods approach, concentrating more on
qualitative methods
• It will focus more on the user experience, than the artefact design.
• It could examine whether screencasts help to reduce anxiety in interior
design students around the learning of CAD.
• It could examine whether differences in self-efficacy are reduced, levelling
the playing field in the learner group, due to screencasts.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
17. Design - Basic Principles 1
Research Design 1
Theoretical Perspective
Re-cap of research question:
‘The Implementation of Post - Lecture Screencasts to Increase Understanding:
A Case Study for Third Level Interior Design’
Ontology
My ontology comes more from an constructivist viewpoint as I
believe that the question proposes to solve a problem for students.
There is no one reality to the benefit of the screencasts
as the learners’ perception has many variables.
However, my ontology is not purely constructivist,
as there are some elements of the research which
can be assessed statistically.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
18. Design - Basic Principles 1
Research Design 1
Theoretical Perspective
Re-cap of research question:
‘The Implementation of Post - Lecture Screencasts to Increase Understanding:
A Case Study for Third Level Interior Design’
Epistemology
My epistemological position is therefore, leaning towards interpretivism. Through my
literature review, I see many aspects on screencasting have been covered, but none
discuss the problems interior design students face with understanding the CAD software
and whether the screencasts help to level the playing field in ability to execute design projects.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
19. Design - Basic Principles 1
Research Design 2
Methodology
Re-cap of research question:
‘The Implementation of Post - Lecture Screencasts to Increase Understanding:
A Case Study for Third Level Interior Design’
Case Study – Why?
The research will focus on one instance of use of the screencasts, over one academic year.
I will be focussing on three groups of students who have used the screencasts.
These are not large groups, with a total of under 50 students.
Therefore, this will be a ‘collective’ case study, which will compare and contrast the results
from the three groups.
What groups?
Two groups of 1st year DIT interior design and furniture students – from academic year
2012/13 and 2013/4.
Students from Dublin Institute of Design - various years - using similar CAD screencasts.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
20. Design - Basic Principles 1
Research Design 3 Research Methods
Triangulation
Method A: Survey – 10 questions with answers given on a Likert Scale model of 1 to 4.
Sample Questions:
1. On a scale of 1 to 4, with 1 being most in agreement
- How useful do you find Video Tutorials in your learning?
2. On a scale of 1 to 4, with 1 being most in agreement
- Are they a useful aid to learning - blended with face to face lectures?
(On-line anonymous/de-identified survey using ‘Survey Monkey’ and hard copy hand-outs to some groups)
Method B: Survey – qualitative questions at end of semester 1 & 2 - given to DIT 1st yrs
Sample Questions:
1. What did you like about the CAD semester 2 module?
2. What aspects of the CAD semester 2 module did you find difficult?
3. Did you find the use of video tutorials useful in the CAD 2 module?
(On-line anonymous/de-identified survey using ‘Survey Monkey’ and hard copy hand-outs to some groups)
Method C: Audio recorded interviews – will be carried out with a purposeful sample
from each group. This will result in ‘thicker’ descriptions of learners’ experiences.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
21. Design - Basic Principles 1
Research Design 4
Data Analysis – Suggested Methods
Visual Representations: From results of Method A.
Coding: Qualitative Analysis of written feedback and audio interview
recording from Method B and C. This will include analysis of anxiety
reduction and whether screencasts help to equate ability.
Group Profiling: Assess each group’s age, gender and cultural background/
nationality and triangulate with other results.
Attendance: Assess attendance records and triangulate
with other results.
Assessment grades: Assess group grades and triangulate with other results.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
22. Design - Basic Principles 1
Issues
Are there any unresolved issues in my research?
• The grading system and modules in one college is different from the other.
Will this be difficult to compare?
• I have had more continuous survey feedback from the DIT 2013/14 cohort.
Should the research be limited to this small group of 15?
• Should I continue to survey in the first semester in 2014/15?
• What learning theories should align with the research?
– Bandura’s expectancy-value theory? Models on self efficacy?
• If surveys are anonymous, I will be unable to directly link survey results
with profiles, attendance and grades. It will be a group analysis.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
23. Design - Basic Principles 1
Ethics
There are not many ethical issues in my research.
However, the following are some issues which may cause concern:
• I have already conducted most of my surveys!
(The reason for this is that I am concerned as a part-time
lecturer that I will not have access to the cohorts in the future.)
• I did not have a logo or consent form on some surveys I have sent.
(Note: DIT library services sent a similar survey last week with no consent form or logo.)
• I will make sure to get appropriate consent for my audio recorded interviews.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
24. Design - Basic Principles 1
Limitations / Delimitations
What are the limitations to my research?
• The interviews will take place in the college buildings to avoid ethical issues.
• The research methods will have to conclude end of 2014 to allow for write up of results.
What are the delimitations to my research?
• I am not going to observe students viewing a screencast as this is not the
natural process for use, and may make students feel uneasy.
• I won’t be revising the screencasts as it is unnecessary to improve them for
their purpose. I will assess student satisfaction through surveys.
• I will not divide a group, giving half of them the use of screencasts, for ethical reasons.
• I will not use action research as a methodology, as it would involve two cycles or
more, which I don’t have time for with use of this artefact.
• I will avoid quantitative analysis, using inferential statistics, as I have no experience
with their use. However, if necessary, I will educate myself on their application.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
25. Design - Basic Principles 1
Timescale
Survey Issue: Method A & B: April/May 2014
Presentation of Research Proposal: June 10th 2014
Submission to DIT Ethics Board: June 11th 2014
Research Proposal Submission: June 24th 2014
Review Surveys: July/August 2014
Commence Year 2 of MSc: September 2014
Feedback from DIT Ethics Board: September 2014
Audio Interview Questionnaire Design & Implementation: Sept to Nov 2014
Data Analysis/Triangulation of Results: December/January 2014/15
Commence Paper - Abstract - moving on sequentially to Conclusions: February 2015
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods
26. Design - Basic Principles 1
References
Badevi, A. (2013) Ontology, Epistemology, Methodology - How it could be reflected in your
research report? Retrieved on 8th June 2014 from www.youtube.com
Creswell, J. W. (2014). Research Design (4th ed.) Thousand Oaks, California: Sage.
Denscombe, M. (2012) Research Proposals - A Practical Guide. Berkshire: Open University
Grix, J. (2002) Introducing Students to the Generic Terminology of Social Research. Politics:
2002 Vol 22(3), 175–186
Opie, C. (2004). Doing educational research: a guide to first-time researchers. London: Sage.
Punch, K. (2006). Developing Effective Research Proposals. London: Sage.
Presented by: Tracey Dalton Date: 10th June 2014Module: Research Methods