Session Abstracts

   9:00am - 9:25am | BREAKOUT SESSIONS I

  • Color Selection for Message Design (50 minutes of Workshop, Room 2101)

Kei Tomia (ktomita@indiana.edu)

Abstract

This workshop, titled “Color Selection for Message Design,” is designed to help people learn the effects of colors and color combinations for effective communication. Color exists everywhere in our lives. Particularly, in educational settings, we see a lot of instructional materials using colors. However, not everyone has enough chances to learn color principles. For this reason, I designed this workshop that teaches color principles in ways help people make appropriate colors selections according to design objectives. The workshop consists of concise and easy-to-understand explanations and many visual examples, as well as Interactive quizzes that provide the learners with opportunities to check their understanding and get feedback.

  • Conceptualization and Use of Social Presence with Online Videos as a Technological Tool in Education (Room 2271) 

Fallon Stillman (fstillma@indiana.edu)

Abstract

This literature review examines the current use and conceptualization of social presence and video in education by relevant users through the framework setout by Pinch and Bijker (1984), Social Construction of Technology (SCOT). As student use of distance learning is increasing, researchers have been interested in improving the effectiveness of online education (Reiser & Dempsey, 2012). Social presence, the perception that online actors are real, has been found to impact learning. (de Bruyn, 2004) Bijker (2001) asserts that the objective of SCOT is to provide thorough insights on the development of technology in society. Though there are many publications linking social presence to positive learning outcomes, there has not yet been substantial research on social presence and online video to investigate if stabilization of the artifact has occurred. In order for technological frames to be established with the artifact, further research on the artifacts’ implementation, usefulness, and effectiveness should be conducted so that stabilization and closure may be observed.

  • How Teachers in Middle Schools Design Technology Integration Activities (Room 2275)

Fatih Gok (fgok@indiana.edu), Zuheir Khlaif

Abstract

The purpose of the study is to explore how teachers design digital activities as well as to explore the challenges that teachers faced while designing technology integration activities. The researchers will focus on one-to-one technology environment in middle schools. The study will focus on the teacher as a designer of technology activities.

9:35am - 10:00am | BREAKOUT SESSIONS II

  • Definition of the IST Field from the Perspective of Encoding and Decoding Communication Theory (Room 2271)

Merve Basdogan (basdogan@indiana.edu)

Abstract

This paper was prepared as a requirement of R511: Instructional Technology Foundations course in Fall 2016. The study analyzed various commonly used and sometimes confused terms in the field such as Educational Design, Educational Technology, Learning Design, Instructional Technology, Instructional Design, Instructional Development, Instructional Consultation, Learning Experience Design, Message Design, Human Performance Technology, Instructional Systems Technology and Instructional Systems Design. In order to exhibit the relationship among the terms, Stuart Hall’s Encoding and Decoding Communication Theory was used.

  • Animated Pedagogical Agent: College Students’ Preferences and Rationales on ESL Perspectives (Room 2275)

Ling Qian (lingqian@iu.edu), Dr. Gamze Ozogul

Abstract

The goal of the study was to explore college students’ preferences for an animated agent for a computer based ESL course, and to investigate their rationales for their choices. Two-hundred college students participated in the study, and provided their preferences and rationales on various dimensions of an English peer such as gender, age, ethnicity, personality, realism, and clothing. Results showed that for online English learning module, students preferred an animated English Peer that was similar to their age, matching their gender, foreigner, with a fun personality, and real person appearance.

10:10am - 10:35am | BREAKOUT SESSIONS III

  • Influence of Multiple Visual Design Elements on Student Learning Experience (Room 2101)

Kei Tomia (ktomita@indiana.edu)

Abstract

This project explores factors affecting students’ selection and experience of instructional media. A total of 25 undergraduate students were asked to study a material after selecting it from four sets of instructional materials with the same content but different visual designs. The entire process was observed, and students were interviewed about their experience. Based on a preliminary analysis, I concluded that one factor affecting students’ selection of instructional materials is the role that instructional materials play in students’ everyday lives. For example, students who relied on instructional materials as a primary source of learning selected materials that seemed to provide a detailed explanation. Meanwhile, students who viewed instructional materials as supplements to their learning selected materials that seemed to succinctly provide information. Although every word on the four materials was the same, many students thought that the number of words and the tone of language were different in the materials. The fact that the students perceived the content of the materials differently suggests that the affective perception of the visual design was powerful enough to influence students’ cognitive perception of the content.

  • Discovering Web Usage Patterns from an Online K-12 Teacher Professional Development Platform (Room 2271)

Javier Leung (leungj@missouri.edu)

Abstract

K-12 teachers use a variety of online resources to support their teaching and classroom practices. The purpose of this research proposal is to analyze web usage of teachers of an online professional development network in Missouri. The online professional development platform called the EdHub (www.theedhub.org) serves 35,000 users who are part of the Network of Educator Effectiveness at the University of Missouri-Columbia.

The study is based on data collected in Google Analytics (GA) from October 2015 and December 2016. GA tracked several dimensions and metrics of users, online content, and the platform. Preliminary results from cluster analysis, feature selection, and data visualization discovered three web usage patterns or clusters: (1) user registration; (2) administrative functions of the platform; and (3) content search.

Keywords: Web analytics, K-12, Professional development, Online education, Information Seeking Behavior

  • What is the Role for K-12 Instructional Technology Leaders? A Survey of Indiana Public School Superintendents and Teachers (Room 2275)

Tom Edelberg (edelberg@indiana.edu)

Abstract

The roles that instructional technology leaders are expected to inhabit usually depends on the particular needs required of a public K-12 school. Contrasting which skills and experiences public school superintendents and teachers tend to prioritize over others can be one way to understand how technology integration is realized in K-12 classrooms. Preliminary results indicate three primary findings: (1) Superintendents and teachers share similar preferences among the majority of skills and experiences considered important for instructional technology leadership; (2) Superintendents tended to prioritize higher than teachers the instructional technology leadership skills for developing technology goals and having curriculum experience; and (3) Teachers tended to prioritize higher than superintendents the instructional technology leadership skill for repairing or troubleshooting technology devices.

3:10pm - 3:35pm | BREAKOUT SESSIONS IV

  • Instructional Design for the IU Department of Military Science: Operational Security Fundamentals (Design Showcase, Room 2101)

Brett Gary (bcgary@iu.edu), Susan Loucks, Candace Buggs

Abstract

This instructional design project focused on developing instructional materials on Operations Security (OPSEC) for the Department of Military Science at Indiana University. The project goal was to create an activity based, authentic learning experience within the context and constraints provided by the client. Materials were needed to support a class size of 100 students and the learning environment was restricted to a large auditorium. Essential aspects to the success of these instructional materials involved conducting a comprehensive task, learner, and context analysis, developing an instructional strategy, and using formative evaluation to assess the effectiveness of the instructional materials. The materials focused on empowering learners through incorporation of an interactive lecture with paired activities, knowledge checks, and case based learning. This approach also provided instructors the flexibility to personalize the instructor guide, inspiring creativity and professional development opportunities for these future educational leaders. A long essay was created to assess the terminal performance objective within the attitudinal domain of learning. Upon completion of the instructional materials, the formative evaluation conducted with the target audience also provided critical feedback for important revisions to the materials.

  • Scaffolding Problem-Based Learning: What Works for Low-Achieving Learners? (Room 2271)

Kim Farnsworth (kbfarnsw@iu.edu), Dr. Thomas Brush

Abstract

This round-table session will discuss the findings of a literature review which examined scaffolding problem-based learning (PBL) for learners who are low-achieving (LA) including students with learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, autism spectrum disorder, at-risk and students of low socioeconomic status. The most significant pattern identified in the literature review was the prevalence of significant LA learner gains in higher-order thinking skills and performance. In several studies LA learners demonstrated higher net gains than their high-achieving (HA) peers suggesting that PBL with effective scaffolding may be more effective for LA learners than for HA learners. In addition, the review revealed that in studies incorporating reciprocal or peer scaffolding learners reported increases in compassion, empathy, and self-efficacy.

Keywords: problem-based learning, scaffolding, low-achieving learners, special needs

  • Assessing the Needs of Students and Instructors to Increase Learning and Satisfaction in IST (Room 2275)

Meina Zhu (meinzhu@indiana.edu), Ratrapee Techawitthayachinda, Ling Qian, Dr. Yonjoo Cho

Abstract

Started in 2000, Instructional Systems Technology (IST) online master's program is one of the earliest and well-regarded online programs in the U.S. and the world, so it attracts students from all over the world. Assessing the real needs of students and instructors in online teaching and learning is expected to greatly improve the quality of online courses, and will enhance student learning and satisfaction. The purpose of this study, therefore, was to assess the needs of students and instructors in online master’s core courses in IST. With this purpose, we collected data using multiple research methods (interviews, surveys, and literature reviews) from multiple subjects including instructors, online students, and the program leaders. Given an analysis of interview and survey data, we also used a SWOT Analysis to assess internal (strengths and weaknesses) and external factors (opportunities and threats) to determine the current and ideal state of the online master’s core courses. As a result, we found strengths of the program (flexibility, faculty, well-designed courses, diverse students, and resources) and areas of improvement (insufficient support, a difficulty in collaboration and lack of interaction, and content) of online IST courses and provide implications for research and practice.

3:45pm - 4:10pm | BREAKOUT SESSIONS V

  • Teacher's Self-efficacy Toward Mobile Technology Matters (Room 2101)

Dr. Kyungbin Kwon, Zuheir Khalif (zkhlaif@umail.iu.edu), Meina Zhu, Hamid
Nadiruzzaman, Anissa Sari, Fatih Gok

Abstract

The main purpose of this study is to examine teachers’ self-efficacy and perceptions toward using mobile technology in teaching practices. This study also attempts to examine how self-efficacy and perceptions affect teachers’ use of mobile technology in their classrooms. As the results suggested, teachers’ self-efficacy is the sole factor affecting the use of mobile device rather than the perceived usefulness. The study also revealed that teachers’ technical skills, perception of ease of use and challenges have influenced self-efficacy.

  • Navigating the Iron Triangle of Course Design: My Journey into Everyday Project Management (Room 2271)

Darcy Janzen (janzen@uw.edu)

Abstract

The premise of Designing Instructional Systems (R625) was to learn how develop a trusted client/consultant relationship. This involves five distinct steps: engage, listen, frame, envision and commit (Maister, Green & Galford., 2000). Utilizing these steps, a consultant/client relationship was established with the Associate Vice Chancellor for Organizational Effectiveness and Development at the University to identify a campus training need and design a training solution. As a result, an Everyday Project Management hybrid course was developed in Canvas for the University staff. The course aligned with Agile and ADDIE design approaches, incorporated Gagne’s nine Events of Instruction (Driscoll, Perkins & Driscoll, 2005) and Merrill’s First Principles of Instruction (Merrill, 2002). The course also involved the creation of an online “Digital Toolbox’ of resources.

  • Technology Integration in Creative Curricula: Perceptions (Room 2275)

Ashley McArthur (admcarth@indiana.edu)

Abstract

Technology integration and creative curricula are two aspects of the education system that provide learners with the technology, creative problem-solving, and social skills that enable students to be successful in academic and professional pursuits in the 21st century. With the onset of the tech century, technology skills in addition to the ability to creatively solve problems and function as global citizens have become an important part of daily life, and students rely on these skills to be successful. As technology integration merged with creative curricula provide these skills, perceptions of the two as individual approaches as well as the two merged together were gathered and analyzed in a pilot study. This study evaluates the relationships between perceptions and different age groups. Major themes emerged, which were viewed through the lens of age. Age was found to be a significant factor when integrating technology and implementing creative curricula. The consideration of age when implementing these items is important to the success of educational methods and practices as well as the success of learners.

4:20pm - 4:45pm | BREAKOUT SESSIONS VI

  • Strategies for Integrating Multimedia Resources in Canvas LMS for Language Education (Design Showcase, Room 2101)

William Kanyi Wamathai (wilwamat@indiana.edu)

Abstract

Because Learning Management Systems (LMS) offer tremendous multimedia integration opportunities, Language Education departments should take advantage of these opportunities to provide students with authentic and easily accessible resources for language learning. How can they provide readily accessible, authentic language resources for teaching and learning Language? This design project explored strategies for integrating multimedia resources within Canvas LMS to advance intercultural communication through learning Language for Specific Purposes (LSP). This project will highlight approaches and demonstrate how to integrate select language specific multimedia resources within Canvas LMS.

  • The Quality, Content, and Pedagogical Design of ESL OER (Room 2271)

Shuya Xu (xushuy@indiana.edu), Meina Zhu

Abstract

Numerous research studies have investigated Open Educational Resources (OER) in terms of their production process, sharing methods, impacts, and quality. However, a scarcity of them were found to focus on the language learning and teaching field. This study reviews the resources for English as Second Language (ESL) teaching and learning from popular OER repositories, including the quality of ESL OERs, the resource type, and the underlying pedagogical beliefs. Content analysis results suggest an overall satisfying quality of available resources, with recommendations for aspects to improve in. Popular categories were identified from the resources based on content and technique features. Most resources were identified with skill-based pedagogical beliefs, followed by rule-based beliefs and function-based beliefs.

4:55pm - 5:20pm | BREAKOUT SESSIONS VII

  • Language Learners as Vloggers - Practicing Oral Communicative Skills Through Blogging (Room 2101)

Noora Helkiö (nhelkio@indiana.edu), Elisa Räsänen

Abstract

In this round-table we introduce vlogging (video blogging) as a means of practicing oral communication skills in a language class. The discussion is based on a teaching experiment currently implemented in our Finnish language classes. The purpose of the experiment is to maximize students' output in the target language and increase students' confidence in presenting their ideas orally. Vlogging allows the students to practice their spoken skills in the target language on a regular basis outside of classroom. The students' post videos every two weeks throughout the course. Continuity of the assignment allows the students to assess their learning constantly and also provides a digital portfolio of the students’ development, serving both the students and the teacher.

  • Coaching in Teacher PD for Technology Integration: Examining Effects on Teaching Practices and Teachers' Perceptions (Room 2140)

Janet Laio (yincliao@umail.iu.edu), Dr. John Hitchcock, Dr. Anne Leftwich

Abstract

This study is aimed to find out whether teachers change their technology integration practices, what their teaching practices look like, as well as their perceptions of professional development (PD) coaching experiences after a PD coaching intervention to help inform technology PD coaching design and practice. A mixed methods single-case design will be employed to capture teachers’ instructional behaviors and their perceptions to answer all the research questions.

  • Understanding Pre-service Teachers’ Technology Integration Through a Design Lens (Room 2271)

Meize Guo (guo30@indiana.edu)

Abstract

The around table discussion focuses on the data collection and analysis processing of a conducting research. The research is trying to use the design lens to observe pre-service teachers' technology integration practice in a undergraduate level, technology integration class in a middle west university.

Learning Sciences Symposium

Designs in the Learning Sciences: Thoughtfully Designing for Technology-Mediated Learning (Room 2261)

The Learning Sciences takes an interdisciplinary approach to studying and designing learning environments. This symposium will feature four designs that display some of the ways our field uses technology to transform students’ interaction with each other and with their digital/material surroundings. Parts 1 and 2 will feature walkthroughs of the design process and implementation for each project by their graduate researchers. In Part 3, participants will be welcome to freely explore these designs in hands-on demos and conversations with the researchers. Our goal is to not only share our work, but to strengthen the conversation between the learning sciences, instructional technology, and other fields dedicated to thoughtful design in education.

Part 1 (3:10pm - 3:35pm)

  • Leveraging Playfulness in 2nd Grade Science: The Impact of Competition and Free Play on Student Problem Solving

Megan Humburg

This presentation will investigate how second grade students’ problem solving processes are influenced by an embodied digital environment, STEP (Science through Technology Enhanced Play; Danish, Enyedy, Saleh, Lee, Andrade, 2015), which relies on the coordinated embodiment of multiple students to successfully solve problems. This iteration of STEP highlights the value of embodied play by contrasting a structured game and less structured free play, both using a simulation of water particles. Our design was informed by Vygotskyian notions of play (1978), which suggest that all play includes an imaginary situation that is structured by rules. By engaging with an imaginary situation, students are able to explore the underlying rules (e.g., science concepts). Though the coordinated nature of the particle simulation required students to work together to solve problems, the design of particle activities as either a competitive game or less structured free play seemed to influence the selection of goals for problem solving and the pathways for successful solutions. Contrasting these two conditions, we see how the different features of the play framing led to distinct forms of problem-solving activity, which necessitated alternative roles for the teacher. Considering how different play-based activity structures can alter student problem-solving pathways may inform instructional design that wishes to leverage playfulness for scientific learning.

  • Re-Crafting Mathematics: Graduate Student Voices on the Research Process

 Naomi Thompson, Anna Keune, and Sophia Bender

The Re-Crafting Mathematics project is an investigation of the intersection of traditionally feminine crafting practices and mathematics, focused on addressing the underrepresentation of women in Science, Technology, Engineering, and Math (STEM) fields. The project seeks to integrate textile crafts as tangible manipulatives in math classrooms for students to make hands-on, personally meaningful projects, rather than confining them to abstract math problems on paper. This helps to rethink the STEM pipeline issue by offering an unusual approach to math that may seem more inviting to girls and to others who may not view themselves as “math people.” In this presentation, we share the research process of the Re-Crafting Mathematics project, including interviews with crafters and ethnographic work, from our perspective of being involved in the project as graduate student researchers. For instance, graduate researchers on this project began by engaging in embedded ethnographic work. We sought out communities centered around knitting, crocheting, quilting, sewing, and weaving, learned the crafts, and gained a deeper understanding of what participation in those crafting communities entails. Throughout this process, we interviewed expert crafters, focusing mostly on women, about their prior experiences with mathematics, the histories of their crafting practices, and their views on the intersections of math and craft. Current work is focused on the in-depth analysis of the interview transcripts seeking to explore the identities of expert crafters as their practice entangles with mathematics. Furthermore, we are designing learning activities that support youth in the practice of mathematics concepts across different crafts, including how spatial visualization as well as ratio and proportion are practiced differently in sewing and in knitting.

 

PART 2 (3:45pm - 4:10pm)

  • Human-Centered Robotics Experiences

Andi Gomoll & Erin Tolar

Our human-centered robotics project provides opportunities for middle and high school students to tackle authentic and interdisciplinary design problems. Our research team (spread across classroom contexts in Indiana and Alaska) works on remote presence robots that connect teen designers across the country. Students use the robots that they build to serve a need in their local community and to explore remote spaces and cultures. The goal for these teen designers is to use their robots to assist in real world situations—ultimately shaping how our schools and public buildings will be used in a future when our learning places are (possibly) filled with robots that can be used for social good. Our presentation will feature student robot designs as well as emergent features of curriculum design and analysis (e.g. our use of inquiry-based pedagogy, the Canvas learning management system, and a real-time classroom observational tool). We continue to iteratively refine this human-centered robotics experience to empower all learners and spark interest in STEM through a focus on human connection.

  • Redesigning a Simulation to Reveal the Horrors (and Complexity) of History

Charlie Mahoney

This project redesigned a computer simulation of disease spread to help undergraduate students engage with the history of plague epidemics. Starting from a standard epidemiological model in the NetLogo program, the researchers redesigned and tested the model through two iterations of the history course. The goal was to promote historical thinking about a particular period in time by infusing the simulation with elements from the students’ primary sources. The simulation, alongside careful pedagogy and supportive technologies, allowed for inquiry into not only the science behind disease spread, but also the cultural and historical factors required for an interdisciplinary understanding. In this talk, we will elaborate on our design process and how we assessed students’ use of the simulation for further development.

PART 3 (4:20pm - 4:45pm)

  • Hands-On Demonstrations: All Four Designs

This will be an open gallery walk in which participants can explore firsthand the designs featured in Parts 1 and 2. We welcome questions, feedback, and connections to your work and the work of others. Participants will have the chance to:

    • Play like you’re a particle on an iPad

    • Explore makerspace materials

    • Drive a robot

    • Run a plague-spreading simulation