Backward design as a mobile application development strategy

Kantorski, Brinley; Sanford-Dolly, Camellia W.; Commisso, Danielle R.; Pollock, John A.

doi:10.1007/s11423-019-09662-7

Cited by 10 publications

(18 citation statements)

References 14 publications

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“…To the best of our knowledge, there is no standard for teaching a mobile application development course in non-technological majors where the graduate is not a programmer. Hence, we follow a backward design approach to the curriculum to teach mobile application development, similar to Kantorski et al . (2019) and McTighe and Thomas (2003).…”

Section: Our Pedagogical Choice: Prototypingmentioning

confidence: 99%

“…On the other hand, according to Mayer (2004), understanding how scientific To the best of our knowledge, there is no standard for teaching a mobile application development course in non-technological majors where the graduate is not a programmer. Hence, we follow a backward design approach to the curriculum to teach mobile application development, similar to Kantorski et al (2019) and McTighe and Thomas (2003). We present the approach, which is the result of identifying the course outcomes, analyzing students' basic computing skills and finally determining the curriculum.…”

Section: Our Pedagogical Choice: Prototypingmentioning

confidence: 99%

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Facilitating computing education to graduate students in journalism and public relations from Dewey's lens: prototyping

Sharafeddin¹,

Samarji²

2022

JARHE

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PurposeIn a technological era driven by coding, programming and artificial intelligence (AI), there is more need than ever to develop computing skills and knowledge for non-specialist students. Nonetheless, the literature on computer science teaching methods of non-scientific majors is not as comprehensive as that of scientific ones.Design/methodology/approachPedagogically, the authors designed and implemented prototyping from John Dewey's pragmatic epistemological lens. Using a mixed methods approach, the authors tested the effectiveness and efficiency of this approach within the same course over four semesters across four academic years.FindingsAs an epistemological pedagogic device, prototyping facilitated learning by doing and experimenting and stimulated graduate students' self-directed learning, engagement and their overall ownership of the learning and teaching process, changing their role from being merely passive recipients of “strange, awkward and unfamiliar” knowledge to active constructors of “relevant and exciting” content knowledge. Such a change was reflected in the significant progress students made, driven by their commitment, motivation and enthusiasm, irrespective of their prior knowledge and age (Generations X, Y and Z). Prototyping also served as an avenue for a “Deweyian Reflection”, where graduate students, after internalizing the acquired computing skills and knowledge, started transferring such skills and knowledge to their professions (journalism and public relations (PR)) and daily practices.Research limitations/implicationsFindings from this study will add to the literature review on this subject matter and will inform future case studies in computer science education for graduate students from non-scientific backgrounds.Practical implicationsThis paper reveals that learning by doing/experimenting needs to be accompanied by in-depth reflection to enable students to transfer the acquired knowledge and skills to other settings and contexts beyond that of the lesson, task, or project in hand.Originality/valueThere is little research published on introductory programming courses offered to non-specialized students (i.e. students from non-scientific backgrounds). This study contributes to the body of research on how to effectively engage these students in programming courses informed by John Dewey's pragmatic lens/epistemological lens.

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Section: Our Pedagogical Choice: Prototypingmentioning

confidence: 99%

Section: Our Pedagogical Choice: Prototypingmentioning

confidence: 99%

Facilitating computing education to graduate students in journalism and public relations from Dewey's lens: prototyping

Sharafeddin¹,

Samarji²

2022

JARHE

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“…The following goals were taken into consideration when transitioning in‐person classes to a virtual education environment: Online course outline supported by a backward design 4 . The online course design was composed of three stages: stage one, identify the desired learning outcomes; stage two, maximize the use of the resources available in the Learning Management System (Canvas); and stage three, assignments and quizzes were designed around the course objectives.…”

Section: Solutionmentioning

confidence: 99%

Mindful transition of In‐person anatomy education to a virtual education environment

Morgan

Lagreca

2021

Journal of Dental Education

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“…BiblioTech™ "Rebound: Beating Concussions" is a free iOS/Android app for smart phones and tablets. Assessment of the first app in the series, BiblioTech™ "CityHacks: In Search of Sleep," showed it to be an effective tool in teaching both students and adults about the importance of sleep and the science behind it (Kantorski et al, 2019). Informed by that study, we applied the same platform and design to "Rebound: Beating Concussions."…”

Section: Introductionmentioning

confidence: 99%

“…Other interactive graphics highlight eye-tracking deficits that can occur as a result of a concussion (Voelker, 2019;Zahid et al, 2018). Furthermore, users can adjust the reading level of the text, using the Adaptive Reader™ feature (Figure 3), increasing or decreasing the reading level depending on the users' needs or interests (Kantorski et al, 2019). With the Adaptive Reader™, the key vocabulary as well as sentence structure is altered without changing the narrative or the learning goals.…”

Section: Introductionmentioning

confidence: 99%

The Use of a Mobile Application to Teach Concussion-Related Health Knowledge

Kantorski

Commisso

Sanford-Dolly³

et al. 2020

JSTEM

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Sports-related concussions affect over 280,000 adolescents each year while the general public remains ill-informed about concussions, signs/symptoms, and treatments. Adolescents may be at an increased risk for experiencing adverse physiological and psychological effects from concussions, underscoring the critical need for effective concussion education strategies. While mobile apps are increasingly being used in education and healthcare settings, none were found to offer comprehensive concussion education capable of reaching diverse audiences. The interactive mobile app "Rebound: Beating Concussions" has the potential to be an effective teaching tool for school athletic programs and medical professionals to communicate important concussion-related information to student athletes, parents, and sports coaches. A mixed methods study was used to determine the app's ability to convey information about concussions to student athletes in grades 5 through 12, parents of student athletes, and sports coaches. Concussion knowledge and participant opinions were assessed via a pre/post model and administered before and after app use. Participants demonstrated knowledge gains in the identification of concussion symptoms, treatments, and misconceptions. Additionally, participants demonstrated positive opinions on the content of the app, its relevance to everyday life, and its potential as a teaching tool.

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Backward design as a mobile application development strategy

Cited by 10 publications

References 14 publications

Facilitating computing education to graduate students in journalism and public relations from Dewey's lens: prototyping

Facilitating computing education to graduate students in journalism and public relations from Dewey's lens: prototyping

Mindful transition of In‐person anatomy education to a virtual education environment

The Use of a Mobile Application to Teach Concussion-Related Health Knowledge

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