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Redesigning Learning Design
When it comes to the large body of existing learning technology solutions, one common phrase captures the outcome: “#fail”. There are failures in objective, failures in execution, and in evaluation. We fail for lots of reasons, but the outcome is unacceptable, regardless. We need to identify what and how to do better. The source of the problems is in our architecture, cognitive and social, that introduces systematic errors into our design processes, in general. This holds no less true for learning design specifically, though we also encounter unique problems. The question is, what can we do…
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Virtual School Course Design: Accommodating Students with Disabilities
Experts in course design, by contrast, have reported that they feel their work is to design a template of curriculum materials for a general population of students, but that teachers, parents, and on-site mentors must be the ones to individualize for students with special needs, even when other personalization features are embedded in the course (Rice, Mellard, Pace, & Carter, 2016). Thus, while online learning, with its promise of flexibility, holds potential to mitigate multiple dilemmas in providing high quality education to large numbers of students, new challenges are also…
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Student Views about a Flipped Physics Course: A Tool for Program Evaluation and Improvement
Flipped classrooms are a relatively new teaching strategy where the typical lecture and homework elements of a course are reversed. Although flipped classrooms are gaining popularity, evaluations of this type of pedagogical model are limited. The purpose of this study was to investigate student views related to the effectiveness of a flipped physics classroom in a way that could inform the instructor for improving upon the course’s effectiveness for all students. This study involved the use of Q methodology, a measure of subjectivity, to examine students’ views of their flipped physics…
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Online Learning and MOOCs: A Framework Proposal
Decades of distance learning evolution and innovation, particularly due to the Internet and recently, Massive Open Online Courses (MOOCs), have led to industry and academic confusion about online learning nomenclature. This study takes a preliminary step in reducing the confusion, proposing a conceptual framework for categorising online learning. Drawing on content structure and interactiv-ity, the paper proposes four categories of online learning: resources, tutorials, courses and MOOCs. These four categories serve as a base for illustrating five online learning variables—open versus…
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Negative Capability in Beginning Design
This article explores the relevance of John Keats’ concept of negative capability in relation to teaching foundation design studios. Keats’ notion of negative capability has a direct correlation to what design researchers Meinel and Leifer refer to as The Ambiguity Rule, which states: ‘Innovation demands experimentation at the limits of our knowledge, at the limits of our ability to control event, and with the freedom to see things differently.’1 As design educators, we can provide a structure or platform for students to experiment on their own, but how can we create a studio environment…
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12 Unique Blogs Are Written By Professors