Producing the Rigorous Design Case

Smith, Kennon M.

doi:10.14434/ijdl.v1i1.917

Cited by 44 publications

(30 citation statements)

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“…tall. Exceptions exist-particularly in courses focused on multimodal production (see Shipka, 2011) and in situations where material conditions restrict the availability of paper (see Prendergast & Ličko, 2009)-but computer-composed text printed or photocopied onto U.S. letter-sized paper has a long history in composition classrooms. Building on this tradition, the instructor of the course described here set course policies and designed learning activities that required students to submit their written work electronically via a learning management system no fewer than 5 hours before the scheduled class meeting time-a practice that afforded the instructor time to review submissions, select useful examples, and print paper copies to review in class.…”

Section: Why Paper?mentioning

confidence: 99%

Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

Buchenot

Roman

2019

JoTLT

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Physical learning environments offer many affordances that one can choose from when designing instruction. For courses where student writing is central to course learning outcomes, a challenge exists in that innovative digital technologies may take precedence over nondigital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within physical learning environments. In this article, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies to increase opportunities for active learning. We explain the rationale for the design decisions in an introductory composition course taught in a technology-enhanced, Active Learning Classroom through a design case model. Classroom applications relevant to any course in which student writing is a central learning activity are discussed.

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Section: Why Paper?mentioning

confidence: 99%

Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

Buchenot

Roman

2019

JoTLT

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“…14434/ijdl.v8i2.23744 2017 | Volume 8, Issue 2 | Pages 149-159 online course was shaped by cycles of iterations (Boling, 2010;Howard, 2011;Smith 2010).…”

Section: Contextmentioning

confidence: 99%

The Iterative Redesign of an Online University Course: NDFS 100, Essentials of Nutrition

Erickson

2017

IJDL

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This design case looks closely at the unique elements of redesigning an online nutrition course from April 2016 to April 2017. The online course was designed, developed, and offered for students through Brigham Young University Independent Study (BYUIS). During the course of one year, the author and stakeholders collaborated and made several iterative changes to the original online course. These iterations were based on the unique context of BYUIS, which included two paradigm shifts: moving courses to a semester-based schedule for BYU Online and shifting to a new Learning Management System (LMS). This context shaped design decisions, including the creation of eight custom animated videos, new artwork on every page, four discussion boards, eleven interactive activities, and several new content pages. Iterative design decisions were initiated by student feedback, faculty experience and collaboration, and design failures. Several production teams at BYUIS (e.g., animation, illustration) contributed to the success of this redesign. This design case seeks to give the reader a vicarious experience of the iterative one-year redesign process. Alyssa Huber Erickson CONTEXTBrigham Young University Independent Study (BYUIS) is an online education program. Since its foundation in 1921, BYUIS has offered hundreds of courses to high school and university students. Brigham Young University (BYU) became one of the pioneers of online distance education in the late 1990s, when BYUIS moved from sending paper-packet courses to providing online courses. Up until the year 2016, all BYUIS courses allowed students one year to complete a course at their own pace. Since no deadlines were enforced throughout that time period, many students would procrastinate; they either would finish the entire course in the few weeks before the one-year deadline or pay an extension fee.In winter 2016, BYUIS piloted BYU Online courses, which corresponded with the university's semester schedule and deadlines. In conjunction with the launch of BYU Online, the university created a new policy that would require incoming freshmen to complete at least 12.0 credit hours of online courses before they graduated.The introduction of BYU Online semester-based courses caused a paradigm shift for instructional designers, online instructors (i.e., course authors), and students alike. Many students had never taken an online course. The presence of deadlines and the absence of face-to-face interactions would require students to be more disciplined and accountable throughout the semester. Instructional designers and course authors would need to strive to make the online course as informative, rigorous, and engaging as the corresponding face-to-face courses. All stakeholders at BYUIS and on the BYU campus would need to collaborate closely.Beginning in this context, this design case will lead the reader through the iterative redesign of an online nutrition course titled, "NDFS 100: Essentials of Nutrition". The information in this design case came from my role as a graduat...

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“…As a design case, the aim of this paper is to aid the dissemination of this kind of knowledge (Boling, 2010). According to Smith (2010), the ultimate utility of a design case is determined by those who use it.…”

Section: Volume 7 Issue 3 | Pages 95-104mentioning

confidence: 99%

Design and Implementation of a Web-Based System to Support Collective Reflective Practice

Brailas¹,

Koskinas

Alexias³

2016

IJDL

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The objective of this paper is to describe the design case of a web-based system that aims to facilitate the collective reflective practice of a learning group in an academic setting. The technical infrastructure of the system is fully implemented using free web services, which requires minimum technical knowledge or expertise. A key technical component of the proposed system is a web mash-up hub node that filters and aggregates the relevant posts coming from the participating members' blogs. The overall design process, including the theoretical inspiration, the context, and the implementation, is presented in full detail. This design case can be utilized to inform and inspire other educators or reflective practitioners to design similar systems.

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Producing the Rigorous Design Case

Cited by 44 publications

References 1 publication

Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies

The Iterative Redesign of an Online University Course: NDFS 100, Essentials of Nutrition

Design and Implementation of a Web-Based System to Support Collective Reflective Practice

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