- The Power of Reflective Learning in a Graduate Education Program (9:00am - 9:25am)
Dr. Frank DiSilvestro (email@example.com), Dr. Marje Treff
I am Frank DiSilvestro and I graduated from Rutgers University in 1966 with a BA in Political Science, and a Masters in Education in 1968. I served in the Army Medical Service from 1968 until 1970. I graduated with a doctorate from Indiana University in 1973 and then served as an education consultant for the Indiana Department of Public Instruction from 1973 until 1976. I have been on the faculty of Indiana University since 1976 so this is my 40th year. I am currently associate professor of adult education and program coordinator of the graduate program in Adult Education in the IU School of Education and associate professor, part –time, of medical education, in the IU School of Medicine.
My teaching, research, and creative activity focus in the area of teaching adults. I have a specific interest in the important roles of active listening and dialogue in adult education because I believe that listening and dialogue are critical skills in teaching and learning. I want students to comfortably express and critically evaluate their opinions and beliefs and to translate their knowledge, understanding and skills into practical application in adult education. I help teach medical students active listening to patients in the IU medical school physician-patient relationship course. I have been a former president of the Bloomington School Board of Trustees and a former president of my local Bloomington Rotary club. I am married and my wife Ruth and I have three children and 13 grandchildren. I enjoy sports and jogging , and I enjoy acrylic painting.
This research describes a basic interpretive qualitative study using content analysis of 100 Capstone Portfolios completed by graduates of the Indiana University online M.S. in Adult Education Program.The purpose of this research is to describe the meaning students make of their learning (reflective learning) in their graduate adult education experience. The data indicates that for many students, their learning was transformative in many ways.
- Design Precedent (9:35am-10:25am)
Elizabeth Boling (firstname.lastname@example.org ) & The Design Research Group
Elizabeth Boling is Professor of Instructional Systems Technology in the School of Education, Indiana University Bloomington. She served as Chairperson of the Instructional Systems Technology Department at IU from 1999 - 2010 and as Associate Dean for Graduate Studies from 2010-2016. She holds her B.F.A. (Texas Tech University) and M.F.A. (Indiana University) in Fine Arts Printmaking and worked from 1983 to 1992 in corporate instructional design, including five years with Apple Computer. Her research interests include design process, pedagogy and methods and visual design for interactive information and instruction. She has served as Editor-in-Chief for TechTrends from 2004-2006 and is currently editor-in-chief of the International Journal of Designs for Learning. She is lead co-editor for a newly published volume of design cases, Studio Teaching in Higher Education, from Routledge.
The Design Research Group has recently completed a study of instructional design practice with a focus on the tacit beliefs -- core judgments -- that influence the actions and decisions of these designers. In addition to demonstrating that these core judgments are present, the study examines what those judgments appear to be for individual designers and raises the question of the role of philosophy in instructional design.
- Understanding novice programmer’s programming concepts through their artifacts (3:10pm - 3:35pm)
Kyungbin Kwon is an Assistant Professor of IST at Indiana University. He received a BS and an MA in Education from Seoul National University, and a Ph.D. in Information Science and Learning Technologies from the University of Missouri. His research interests include computer-supported collaborative learning, computational thinking, and online teaching. He has led a research group: instructional design for computer-supported collaborative learning. He has published peer-reviewed articles in Computers & Education, Medical Teacher, and Computers in Human Behavior.
In order to provide better scaffolding, an instructor should monitor students’ knowledge status and their learning strategies in a specific learning context. Progamming is a challenging task that requires logical thinking, problem-solving ability, knowledge regarding syntax, etc. Many novice students have difficulty mastering computer program for the reason. To identify the reasons of their struggles, instructors can examine their program codes or solution plan and evaluate their logic and misconception. The presentation will demonstrate examples illustrating student’s programming concepts and discuss how researchers can develop framework to evaluate them.
- Technology Integration Professional Development for Teachers: Personalized, Sustained, and Contextual (3:45pm - 4:10pm)
Dr. Anne T. Ottenbreit-Leftwich (email@example.com)
Dr. Anne Ottenbreit-Leftwich is an Associate Professor of Instructional Systems Technology at Indiana University – Bloomington. Dr. Ottenbreit-Leftwich’s expertise lies in the areas of the design of digital curriculum resources, the use of technology to support pre-service teacher training, and development/implementation of professional development for teachers and teacher educators. Dr. Ottenbreit-Leftwich has experience working on large-scale funded projects, including projects supported by the U.S. Department of Education. Her current research focuses on teachers’ value beliefs related technology and how those beliefs influence teachers’ technology uses and integration. She is currently working on a projects associated with K-12 teachers' uses of technology, particularly iPads and online learning.
This presentation will document our Research-Practice-Partnership with a local elementary school. We are working together to document the impact of personalized, sustained, and contextualized teacher technology integration professional development. We are examining the impact of this PD and how teachers’ beliefs, openness to change, knowledge/skills, and self-efficacy relates to the impact of the PD.
- Design and Development of an App to Promote and Support Peer Feedback (4:20pm - 4:45pm)
Rod Myers is an independent scholar who teaches, consults, designs, and conducts design-based research in instructional design and technology. He received a B.A. and M.A. in English from Ball State University, an M.S. in instructional technology from San Jose State University, and a Ph.D. in instructional technology from Indiana University. His research is broadly oriented toward exploring how to design and use emerging technologies to create meaningful and memorable learning experiences. His current research focuses on how online learning experiences—games and simulations in particular—can be designed so that they effectively promote learning while remaining engaging and motivating.
We report on the design and development of a cloud-based application (“Round3”) that promotes and supports the use of peer feedback, an instructional strategy shown to improve student work and learning outcomes. Round3 is theory-based, refined through cycles of formative evaluation, and designed to lead teachers toward using best practices in peer review. We describe our research-based design decisions and pilot testing in secondary and higher education and the next steps in our development process.