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Self-directed learners’ perceptions and experiences of learning computer science through MIT open courseware

Open Learning 2022年第4期37卷 370-385页

作者： Zhu, Meina Kadirova, Dilnoza Learning Design and Technology Program Wayne State University Detroit MI United States Instructional Systems Technology Indiana University Bloomington IN United States

Given the rapid rise of open educational resources (OER) for informal learning pursuits impacting countless millions of people each day around the world, this study investigated the impact of the initiative that spearheaded this movement;namely, Massachusetts Institute of technology (MIT) open courseware (OCW). More specifically, it explored self-directed learners’ perceptions of the impact of the MIT OCW, their social presences and cognitive presences while learning through MIT OCW online instructional videos. The data source of this study was learner comments regarding 23 instructional videos found in YouTube. Thematic analysis and computer-mediated discourse analysis (CMDA) were used for data analysis. The results indicated that the impact of the MIT OCW served as the first step for career development and important educational decisions of myriad learners that served to benefit MIT programmes with future applicants. In addition, YouTube comments of the self-directed learners reflected a relatively lower social presence and higher cognitive presence compared to general social media. Meanwhile, self-directed learners encountered challenges such as technology issues, non-engaging teaching methods, and social learning needs. Perhaps the future OER and OCW development will, in fact, be designed for a more interactive and engaging experience for the self-directed learners of this world. © 2020 The Open University.

关键词： cognitive presence community of inquiry computer science education MIT open course ware OER social presence

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Agile EVidence-Informed design (AVIdesign): Transdisciplinary Curriculum design for Evidence-Informed Health Professions Education

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Medical Science Educator 2025年 1-10页

作者： Daroowalla, Feroza Ratliff, Meredith Migriauli, Iuri Hirumi, Atsusi Dept. of Medical Education College of Medicine University of Central Florida Orlando USA Education Technology and Instructional Design School of Education Western Governors University Millcreek USA Program of Medicine School of Health Sciences University of Georgia Tbilisi Republic of Georgia Dept. Learning Sciences and Educational Research College of Community Innovation & Education University of Central Florida Orlando USA

The evolution of health professions education has increased reliance on learning and development specialists for creating new instructional and curricular resources. To facilitate collaboration between health professions educators (HPE) and these instructional specialists, we present a transdisciplinary model called Agile eVidence-Informed design (AVIdesign). Traditional systematic design processes can be cumbersome for HP educators, resulting in a need for more adaptable approaches. AVIdesign builds on established systematic and agile design principles to improve practical application in health professions education. AVIdesign steps correlate with the familiar steps used in the practice of evidence-based medicine (EBM) used for patient care. Three detailed design cases illustrate step-by-step applications of this model in health professions education, demonstrating how it supports real-world curriculum development in diverse instructional settings.

关键词： Health professions education Health science education instructional design instructional designers Learning specialists Medical education Systematic design Transdisciplinary

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Glass: Group learning at significant scale via WiFi-enabled learner design teams in an ECE flipped classroom 124

Glass: Group learning at significant scale via WiFi-enabled ...

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124th ASEE Annual Conference and Exposition

作者： Demara, Ronald F. Salehi, Soheil Chen, Baiyun Hartshorne, Richard Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States

The Group Learning At Significant Scale (GLASS) approach is developed to increase the scalability and efficacy of student design teams during group sessions of a Flipped Classroom (FC), as well as conventional modality courses. GLASS utilizes freely-available collaboration tools to facilitate instructional delivery, assessment, and review of teams that leverage campus WiFi connectivity, along with a pedagogical approach using excerpts from actual data sheets and open Internet resources. This immersive collaborative design experience is interwoven on a weekly basis with the technical content provided via video during the preceding week. The instructor manages multiple design teams to conduct a weekly Challenge Problem during inclass time. First, students are randomized by the Learning Management System into small groups. Second, a challenge problem is provided, delivered via WiFi-enabled laptops, tablets, or smart phones, forming virtual design teams, regardless of where students are seated. Third, students utilize their WiFi enabled devices to discuss the challenge question via chatroom-style dialog channels alongside a solution whiteboard and/or figure drawing space, while utilizing open resources on the Internet to postulate a solution. Fourth, once the design team concurs that their results are complete, they submit their answers to the Learning Management System (LMS) for auto-grading and score-recording in the grade book. Credit is earned by correctly answering each designated question sub-part, which provides partial credit. Throughout the team design activity, the instructor monitors the assignment progress online in real-time, including windows for each design team showing a solution draft as it is constructed, and providing feedback via each group's designated chat channel. LMS statistics are available in real-time for the autograded answer of the first design team having a correct solution, dubbed the Pioneer Group, which receives a bonus after its group l

关键词： Students

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Elevating participation and outcomes with computer-based assessments: An immersive development workshop for engineering faculty

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Computers in Education Journal 2017年第3期8卷

作者： DeMara, Ronald F. Chen, Baiyun Hartshorne, Richard Thripp, Richard University of Central Florida United States Center for Distributed Learning UCF United States Instructional Design and Technology program College of Education and Human Performance UCF United States University of Central Florida United States

Using computer-based assessments for engineering and other STEM courses is challenging because it requires authentic assessment items that support partial credit, solution composability/traceability, and creative design aspects. Fortunately, learning management systems (LMSs), such as Canvas or Moodle, can be adapted through creative means to deliver more complex assessment options, including incremental solution, multiple answer, design-by-selection, and dynamic cloning. Unfortunately, due to the complexity of STEM assessments and development interfaces, it can be overwhelming for faculty to digitize assessments without sufficient exemplars, deep coaching, and peer assistance. This paper summarizes an immersive faculty development approach designed to address such concerns. The six-week Assessment Digitization Innovation summer workshop covered techniques and principles of digital assessment and associated pedagogical approaches, and was completed by ten instructors in 2016 and seven in 2017. Combined with a stipend, a course release, and the resources of the university's Evaluation and Proficiency Center (EPC), a proctored testing environment allowing students to schedule their quizzes and exams during a testing window specified by the instructor, participants and their teaching assistants were set up to succeed. In post-surveys, they were "very satisfied" with the workshop and agreed that assessment digitization would save time, refocus faculty workloads from low-impact grading to high-impact structured tutoring, improve remediation, and enable them to effectively serve increasing enrollments. Whereas student laptops with lockdown browsers, unused hours of existing computing labs, and dedicated testing centers allow delivery of computer-based assessments using the techniques herein, the methods described can further help to promulgate reduced grading workloads via digitized formative and summative assessments. © 2018 American Society for Engineering Education. Al

关键词： Grading

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Redesigning computer engineering gateway courses using a novel remediation hierarchy 123

Redesigning computer engineering gateway courses using a nov...

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123rd ASEE Annual Conference and Exposition

作者： De Mara, Ronald F. Khoshavi, Navid Pyle, Steven Edison, John Hartshorne, Richard Chen, Baiyun Georgiopoulos, Michael Department of Electrical and Computer Engineering University of Central Florida OrlandoFL32816-2362 United States Instructional Design and Technology Program University of Central Florida OrlandoFL32816-2362 United States Center for Distributed Learning University of Central Florida OrlandoFL32816-2362 United States College of Engineering and Computer Science University of Central Florida OrlandoFL32816-2362 United States

Focusing on the quality of education, skills, and employability of our graduates in computing-related fields, this work proposes a cost-effective approach to achieve these goals. The Evaluation and Proficiency Infrastructure, Curricula, and Services (EPICS) extends successful methods in other units on campus in an innovative way as synergistic combination of faculty, Graduate Teaching Assistants (GTAs), and educational technology using the Canvas Webcourses Learning Management System (LMS) already in use at our college. We integrate computer-based evaluation with a close-knit review and learning cycle based on directed and open tutoring to collectively form the Evaluation and Proficiency Center (EPC). Initial results have been encouraging, as students' test scores and survey results indicate a 43% reduction in D or F grades compared to a section of the same course with the same instructor, using conventional delivery, and overwhelmingly positive responses from students regarding the effectiveness of pedagogical strategies (i.e., Exemplar Vignettes, content tutoring), assessment models (i.e., electronically delivered quizzes, flexible scheduling, use of testing center), and tutoring strategies (i.e., self-paced, exam results review). In this manuscript, the EPICS process, as well as results collected from student performance and perceptions of the initial implementation, will be addressed. © American Society for Engineering Education, 2016.

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Problem‐Based Learning: A Learning Environment for Enhancing Learning Transfer

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New Directions for Adult and Continuing Education 2013年第137期2013卷

作者： Woei Hung Associate professor Instructional Design and Technology Program University of North Dakota

This chapter provides a conceptual foundation and rationale, as well as instructional design guidelines, for using problem‐based learning (PBL) to enhance adult learners' learning transfer.

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The design of an electronic self-regulation skill notebook for the development of meta-cognitive strategies and self-assessment in digital game-based learning environments

The design of an electronic self-regulation skill notebook f...

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2008 Spring Simulation Multiconference, SpringSim'08

作者： Adcock, Amy B. Watson, Ginger S. Morrison, Gary R. Belfore, Lee A. Instructional Design and Technology Program Darden College of Education Old Dominion University Education 251-5 A Norfolk VA 23529 United States Electrical and Computer Engineering Old Dominion University Education 251-5A Norfolk VA 23529 United States

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The effect of student tablet PC use on their attitudes towards and understanding of conceptual design

The effect of student tablet PC use on their attitudes towar...

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114th Annual ASEE Conference and Exposition, 2007

作者： Nguyen, Hien Wise, John Bilen, Sven Devon, Richard Pennsylvania State University United States Instructional Systems Penn State University United States Engineering Design Program Engineering Instruction Services Penn State United States Mid-AtIantic Department of Engineering Design Electrical Engineering and Aerospace Engineering Penn State United States Department of ED and G 100: Introduction to Engineering Design IEEE AIAA United States AGU ASEE URSI Sigma Xi United States Department of Engineering Design Engineering Design Program School for Engineering Design Technology and Professional Programs Pennsylvania State University United States Pennsylvania Space Grant Program Science Technology and Society Program Perm State United States

Engineers who work in innovative design spaces during conceptual design have very different CAD and graphics needs than those who work in more conventional design spaces such as those of detail design.1,2They need rapid, parsed communications, which support rather than constrain creativity. We have been examining digital ink technologies such as digital ink pens, SMART Boards, and Tablet PCs (TPCs). We have been exploring these since 2004 in the context of a program offering an introductory engineering design course to about one thousand students a year and upper division courses in innovative and global design. We will report on our initial examination of using TPCs in student design teams. This paper reports on a nonrandomized control-group pretest-posttest study conducted at Penn State University. Half of a first-year design class used TPCs and half used traditional paper and pencil for part of the semester;the groups then switched tools. It is hypothesized that TPC use by engineering students will have a positive effect on their understanding of and attitude towards conceptual design. An instrument designed to collect information on student awareness of the design process was developed and administered as a pre- and post-test. Results of this test will be reported, and suggestions for further research provided. © American Society for Engineering Education, 2007.

关键词： Personal computers

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Conference highlights

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TechTrends 2001年第1期45卷 8-23页

作者： Herring, Mary Johari, Abbas Bradshaw, Amy C. Shoffner, Mary B. Dabbagh, Nada Lowell, Nathan University of Northern Iowa Cedar Falls Instructional Multimedia Design Department Cameron University USA Instructional Psychology and Technology Program University of Oklahoma USA University of Northern Colorado USA

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Self‐Directed Learning: A Practical Guide to design, Development, and Implementation, by George M. Piskurich. (1993). San Francisco: Jossey‐Bass. 359 pp., $34.95 cloth

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Human Resource Development Quarterly 1994年第4期5卷

作者： Margaret C. Lohman Instructional Design and Technology Program The University of Iowa

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