Visualizing Course Structure: Using Course Composition Diagrams to Reflect on Design

Quintana, Rebecca M.; Tan, Yuanru

doi:10.1007/s11528-021-00592-x

Cited by 7 publications

(7 citation statements)

References 25 publications

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“…The meaning is that the courses offered by the school have different divisions of labor and cooperate with each other. It is the most important part of the teaching plan [ 15 ].…”

Section: Related Theoriesmentioning

confidence: 99%

Construction and Application of Curriculum System of Design Major Integrating Environmental Protection and Big Data

Kou

2022

Journal of Environmental and Public Health

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Design subject curriculum system is a major subject in the field of design education. The gap between ideal and reality makes the design of the curriculum system of design discipline a serious and urgent problem. Facing the “integration of industrialization and industrialization,” we can explore the professional curriculum system of environmental design and construction. And the method of constructing the corresponding system is initially proposed. The fuzzy comprehensive evaluation method is used to evaluate and analyze the comprehensive effect of the model. According to the suggestions of experts and teachers, the designed indicators include 4 first-level indicators and 16 corresponding second-level indicators. The primary indicators include classroom response, teacher satisfaction, teaching effectiveness, and teaching environment. According to the fuzzy comprehensive evaluation steps and corresponding calculation methods, the final evaluation results are obtained.

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“…The meaning is that the courses offered by the school have different divisions of labor and cooperate with each other. It is the most important part of the teaching plan [ 15 ].…”

Section: Related Theoriesmentioning

confidence: 99%

Construction and Application of Curriculum System of Design Major Integrating Environmental Protection and Big Data

Kou

2022

Journal of Environmental and Public Health

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“…Although some early MOOC designs (i.e., cMOOCs) promoted collectivist approaches and constructivist pedagogies (c.f., Downes, 2009), the xMOOC model is by far the most dominant type of MOOC, and its associated pedagogies (i.e., transfer-oriented, self-paced) are reinforced by platform affordances. While some design efforts have been made to create opportunities for deep learning in large-scale, open access learning environments through the advancement of community-oriented instructional models (c.f., Quintana et al, 2020;Håklev & Slotta, 2017), these efforts have largely focused on pedagogical decisions within the course, including careful placement of instructional items within a course sequence (Quintana & Tan, 2021), development of co-dependent activity structures (Emmanuel & Lamb, 2017), and creation of effective participant structures (Quintana et al, 2020). Since MOOC discussion forums remain the primary mode of learner-to-learner interaction within at scale learning environments, more research is needed to understand how learners use platform affordances to respond to discussion prompts and to engage with peers.…”

Section: Literature Reviewmentioning

confidence: 99%

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Quintana

Pinto

Tan³

2021

OLJ

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We compared discussion posts from a data science ethics MOOC that was hosted on two platforms. We characterized one platform as “open” because learners can respond to discussion prompts while viewing and responding to others. We characterized the other platform as “locked” because learners must respond to a discussion prompt before they can view and respond to others. Our objective is to determine whether these platform differences are consequential and have the potential to impact learning. We analyzed direct responses to two discussion prompts from two modules located in modules two and six of an eight module course. We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.We used conventional content analysis to derive codes directly from the data. Posts on the “open” platform were characterized by failure to completely address the prompt and showed evidence of persuasion tactics and reflective activity. Posts on the “locked” platform were characterized by an apparent intent to complete the task and an assertive tone. Posts on the “locked” platform also showed a diversity of ideas through the corpus of responses. Our findings show that MOOC platform interfaces can lead to qualitative differences in discussion posts in ways that have the potential to impact learning. Our study provides insight into how “open” and “locked” platform designs have the potential to shape ways that learners respond to discussion prompts in MOOCs. Our study offers guidance for instructors making decisions on MOOC platform choice and activities situated within a learning experience.

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“…We will explore the PBL MOOC pedagogical design by portraying the "effects with/effects of" the MOOC (Salomon, Perkins, & Globerson, 1991) through representations of course structure and pedagogies (Quintana, Tan, & Korf, 2018). "Effects with" data sources include: logged learner work activity illustrating how learners interact with different MOOC elements, metrics for the different artifacts learners create to see how their work evolves, learner collaborative dialogues, etc.…”

Section: Scientific or Scholarly Significancementioning

confidence: 99%

Exploring the Integration of Project-Based Learning Approaches Into MOOCs

Quintana¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Visualizing Course Structure: Using Course Composition Diagrams to Reflect on Design

Cited by 7 publications

References 25 publications

Construction and Application of Curriculum System of Design Major Integrating Environmental Protection and Big Data

Construction and Application of Curriculum System of Design Major Integrating Environmental Protection and Big Data

What We Learned When We Compared Discussion Posts from One MOOC Hosted on Two Platforms

Exploring the Integration of Project-Based Learning Approaches Into MOOCs

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