Emerging Technology IS Course Design: Blockchain for Business Example

IS curricula require constant updating to accommodate the emergence of new technologies. Designing and delivering effective emerging technology courses within the constraints of existing programs remains an important challenge faculty face. This paper presents a template for approaching these courses from a learning theory perspective. Results of tests of this template, developed for teaching blockchain, indicate that it successfully strikes the balance needed in an IS program while simplifying the work of designing the structure of an emerging technology course. Additionally, this design was able to deliver this success in an online format, which can be a more challenging format for observing application of knowledge. Blockchain is a disruptive emerging technology opportunity for businesses to unlock value through trusted and “smart” peer-to-peer transactions, wherein smart means businesspeople can custom design processes for verification and transfer of assets. The blockchain example provided here includes a flexible 7-scenario design targeted to enable a constructive, project-based learning approach focused on authentic learning experiences. The template as applied to blockchain may be used directly or adapted for easier development of other emerging technology courses

Integration of three instructional design models within the organization of PBL activities

This work is aimed at defining a method to design courses based on Project Based Learning methodology. This proposal is specially focused on those academic contexts in which instructors are starting to use this methodology and students are not used to dealing with illstructured projects, and consequently they could find important difficulties in its implementation. To reach this goal, this method is based on several instructional design models, learning theories and PBL principles. In particular, the method faces three fundamental issues in active learning and especially in PBL: Students’ Motivation, Supporting Students’ Work and Autonomous Working. Engaging instructors to follow these models when they are designing the course facilitates the subsequent success during the course implementation. The method has been put into practice in three courses, where first results seem to be satisfactory according to a survey conducted by the University. Results of this survey over for the last six years have been analysed. Besides the description of the method, we present a collaborative online tool that supports i

How to Design Culturally Inclusive Online Learning Experiences

In this paper, we argue that adapting online courses for specific cultural groups takes time-intensive guesswork. Instead, instructional designers should employ the principles of universal design and social constructivism to build a course culture inclusive of all learners. Culture affects learners’ experiences in important, interconnected ways. Yet, it is equally difficult to predict culture’s effects on learning (Guild & Garger, 2016). These difficulties stem from the inherent complexity in human behavior. First, individuals may not reflect their cohort, especially when they belong to groups with conflicting values. Second, beliefs can influence one another in unforeseeable ways, and cultural values can be situational. Third, aligning with learners’ cultural preferences may not enhance learning outcomes. Building on the work of Mitchell and Joseph (2002), we propose a different approach, one in which instructional designers embrace culture without attempting to anticipate a given cohort’s unique needs. This can be done by reflecting on cultural values, designing with intention, communicating expectations, and giving control to learners. In the final portion of this article, we introduce the Wisdom Communities Instructional Design Model (WisCom)and describe why it is particularly well-suited for designing courses that account for the cultural experiences of all learners. WisCom emphasizes the formation of a dynamic learning community based on social-constructivist principles. In a WisCom-based online course, the community is at the heart of the learning experience. This emphasis on the group dynamics underscores the importance of culture by providing venues to explore preexisting values and negotiate new ones as a learning group

Which is More Effective in Educating Teachers to Work with Children with Autism?

The purpose of this study was to evaluate the effectiveness of an online format of instruction versus a face-to-face format of instruction in order to determine which format of instruction is most effective in educating teachers to work with students with autism spectrum disorders. Given the current rise in students with autism being served in public schools, their unique learning needs, and the chronic shortage of special education teachers, there is a need for universities and districts to identify additional ways to be able to effectively train teachers to meet the unique needs of this population of students. A review of literature revealed that the numbers of children being identified with autism and served in school districts across the country, and Missouri, continues to rise at an alarming rate. Consequently, there is a need for schools to ensure that appropriate educational services are provided for this population (Feinberg & Vacca, 2000; Simpson, 2004). It is well documented that the unique learning characteristics of this population of students differ greatly from other learners requiring teachers to possess specialized skills in order to adequately meet their needs (Simpson, 2005). Identifying additional avenues for training teachers to work with these students is critical. With the growing number of online education programs, there is an increasing need for scientific studies that evaluate the efficacy of online courses, both on their own, and as they compare to traditional classroom courses. Research on the satisfaction and achievement of students in online versus face-to-face courses has produced mixed results: some findings suggest that students in online course are not as successful or not as satisfied with their courses as students in face-to-face courses and others suggest that online students perform just as well or better than students in face-to-face classes. There are few studies that look at the relationship and variables between these two formats of instruction for training teachers to effectively work with students with autism spectrum disorders (Weissman, et al., 2004). Students participating in this study were enrolled in the pilot course as part of a series of 6 graduate courses in the area of autism being offered for the first time at a university in Missouri. State approval for the program was not obtained until shortly after the course began, and enrollment in the courses was limited and expectedly low. A pre and post survey instrument, the General Competencies in Autism Spectrum Disorders, was developed, and completed by both groups of students before the course began, and then immediately following the completion of the course. Students were asked to complete a Likert-scale format of items to rate their own knowledge and skill level in various areas of general knowledge in autism spectrum disorders. In addition, students participating in each format of instruction completed a survey relative to their particular format of instruction to identify variables they considered beneficial to their particular format of instruction as well as barriers. The results of this study have important implications for designing the remaining courses in the program, as well as additional personnel preparation initiatives for current and future special educators at the university and in the field of autism. The need for additional, effective teachers to work with students with autism is clear. Is an online format of instruction an effective way to reach more educators? Can individuals who participate in these types of learning formats obtain the necessary skills to be able to transfer what they have learned to work effectively with students with autism

Mediational engagement in E-learning: An Activity Theory analysis

The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent minimal participation, which present challenges and concerns in relation to students’ learning. Therefore, in order for learners to have positive learning experiences, it is vital to identify factors that affect students’ engagement in online learning environments. Although the use of learning management systems (LMS) as an asynchronous e-learning platform can influence learner engagement, there is little research on these influences and the ways in which an LMS affects engagement. In addition, studies on students’ perceptions of learning and engagement with synchronous and asynchronous technologies are under-explored. In response to these concerns, this research sets out to gain a better understanding of students’ engagement in e-learning activities. In particular, the study examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The study also aims to explore the affordances and constraints of some e-learning tools and their influence on students’ engagement in this context. The research was carried out in the form of three case studies and students and lecturers of the three courses in three different university departments participated in this study. Qualitative data collection methods used in the research were interviews, observations and document analysis. The data were collected throughout the duration of the courses. In exploring the factors that affect students’ engagement in e-learning activities and how the various elements operate together, Engstrom’s (1987) Activity Theory was used as the research framework. Activity theory helps describe learning activities, mediating tools, relationships between elements of activity systems and goals and objectives of activities. The constituents of an activity system include subject, object, tools, rules, community and division of labour. An activity system framework allowed this research to examine the relationships between these elements and also the way elements affect each other. Findings indicated that students’ active participation in the three cases was mediated by the educational technologies, the learning materials, the design of the course and the English language. The analysis also showed that the lecturers’ technological pedagogical knowledge (TPK) was reflected through the design of the courses and consequently influenced students’ learning. The development of an online learning community also benefitted students’ learning. Some deliberate strategies like creating spaces for communication both in general and in specific modules provided students with opportunities to work collaboratively, share ideas and useful information, and learn from each other. These interactions also facilitated close connections among students. The guidelines that specified information about the format of written or oral presentations, duration or length, level of formality, assessment criteria/marking guidelines and referencing guidelines also acted as a mediator and influenced the way students participated in activities in all three case studies. The analysis also indicated the importance of participants’ responsibilities in their courses. In particular, as a result of lecturers not defining both their roles and those of their students, some misunderstandings, confusions and frustrations occurred. These mediated students’ engagement. Insights gained from this study related to affordances and constrains of some e-learning tools and their influence on students’ engagement may be of benefit to tertiary educators. The pedagogical strategies that are suggested at the end of this thesis can also be of use to teachers and instructional designers when designing online courses. Overall, the findings confirm the importance of providing appropriate conditions for learner engagement in online learning contexts, and significance of lecturers’ technological pedagogical knowledge on learner engagement and positive learning experiences.

Virtual Problem-based Learning Communities of Practice for Teachers and Academic Developers: An Irish Higher Education Perspective

This chapter presents the results from research and experience in the field of Higher Education (HE) academic development in the Republic of Ireland. The objective of this chapter is to discuss an exploration of how a Problem-based Learning Virtual Community of Practice (vCoP) was developed and supported within the context of academic development. The chapter is based upon the notion of \u27community\u27 - a group of academic staff in HE with a shared interest in designing e-learning courses - and the use of problem-based learning (PBL) as a pedagogical approach supported by learning technologies. As the development and availability of online tools for communication has led to an associated rise in the concept of an online community, inherent in this is a discussion of the consideration of suitable technologies and media choices available. The chapter will describe a case study in which virtual problem-based learning as a Virtual Community of Practice was implemented in a professional development module for academic staff. It is hoped that through an exploration of the work that has occurred on Virtual Communities of Practice, the experiences shared through this chapter will shed further light on what academics can do when faced with developing virtual communities in the future

Designing MOOCs for professional learners: Tools and patterns to encourage self-regulated learning

Employers are becoming aware of the potential of Massive Open Online Courses as a significant form of learning for work. MOOCs have the potential to transform professional learning, but require learners to be self-regulated. Most MOOCs are not designed in ways that encourage self-regulated learning. Therefore there is a need for design tools that can guide instructional designers and teachers in designing MOOCs that promote self-regulation. This paper presents two toolsets to guide MOOC design. MOOC-SRL patterns allow the sharing and reuse of MOOC designs that encourage self-regulation. These design patterns demonstrate ways in which courses can take advantage of the knowledge and expertise that professional learners bring to their formal learning experience, and highlight the importance of course design that engages professional learners and meets their individual needs. Second the MOOC-DTQ is an audit tool that guides instructional designers in pedagogic design decisions made at platform (macro) level as well as at course (micro) level. The tool enables instructional designers to question their design decisions and provides possible interventions that may improve their design. These tools were developed as part of a larger study funded by the Bill and Melinda Gates Foundation MOOC Research Initiative

Review of On the End of Privacy: Dissolving Boundaries in a Screen- Centric World by Richard E. Miller

Although I no longer grade student papers, I work closely with students and my faculty colleagues in support of the online learning environment. Need some advice about how to design your online course to increase student engagement? Need to know what the institution’s rules are as they relate to online teaching? Yes, I’m that person: accessibility laws, copyright laws, college policy, how to get this photocopied article into the learning management system, where to click to do this or that

A guide for Teachers

The role of the teacher in Higher Education is changing rapidly, and much of this change is as the result of the introduction of e-Learning. Teachers are now expected to share their role as course designers with many other professionals working in their institution while taking on a bigger role in the technical and resource discovery aspects of course design. This guide tackles these issues as well as examining emerging pedagogical issues that arise from the use of technologies in teaching. You will find information, advice and guidance that will help you make appropriate and effective use of e-Learning to support your students

It's Not a Matter of Time: Highlights From the 2011 Competency-Based Learning Summit

Outlines discussions about the potential and challenges of competency-based learning in transforming the current time-based system, including issues of accountability, equity, personalization, and aligning policy and practice. Includes case summaries