Design and Assessment of Deep and Active Learning in Science, Technology, Engineering, and Mathematics (STEM) Education

This presentation draws academic significance from a focused literature review and initial data for learning design in Science, Technology, Engineering, and Mathematics (STEM) education. The presenters will discuss strategies of fostering deep, active learning, alignment with assessment, and development of assessment instruments and methods. The presenters will share the design and development of an assessment kit to measure learning outcomes that matter in the 21st century STEM education. Through shared evidence and interactive reflection, the audience will take away up-to-date design strategies for deep and active learning as well as assessment in STEM education. The project is sponsored by National Science Foundation

Assessment-Orientated Instructional Design Using DREAM Approach

This presentation proposes an assessment-oriented instructional design approach to enhancing student learning with blended learning environments and report its pilot implementation. Students gain significant learning experience through understanding the relationship between learning outcomes and learning process, connecting acquired knowledge, being able to tackle problems individually or on teams, and learning how to learn (Entwistle, Tait, & McCune, 2000; Fink, 2013; Suskie, 2010; Wiggins, 1998). These components ought to be designed in learning activities to educate learners through formative assessment such as self-reflection, peer evaluation, and constructive feedback from instructor (Angelo & Cross,1993; Wiggins, 1998). In blended learning with online environments, all learning activities are referred to as assessment measures, because all activities formatively assess student progress (Baily, Hendricks, & Applewhite, 2015). With the planful blending of asynchronous and synchronous technologies, assessment can be designed to facilitate learning, with the following key components: • Design learner-centered assessment that includes self-reflection, synthesis, and integration • Revitalize collaborative learning with online discussion and rubrics • Enable good feedback by the instructor and students • Align grading rubrics with assessment activities and learning outcomes • Mediate with technologies to ensure academic integrit

Curriculum Design with Systematic Analysis, Interdisciplinary Collaboration, and Research

As the instructional design of courses and learning activities become a normal practice of professional development for teachers and faculty members, curriculum design has risen to tag the expertise of instructional design professionals. These curriculum design projects demand a high level of collaborative efforts to look into discipline-specific accreditation standards, to analyze existing resources including course catalogues and technology infrastructure, to update emerging pedagogy and technology, and to evaluate diverse teaching team and student compositions. This presentation will share the practical knowledge gained through several curriculum design projects from the perspectives of systematic analysis, interdisciplinary collaboration, and research

Designing a Multimodal Open Access Lab Methods in Geosciences Textbook - An Action Research Study

With the purpose of providing a high quality open access multimodal textbook of geoscience lab methods classes, this study undertook an action research to find answers to the question: What are effective procedures to create affordable, meaningful, and inclusive video instructional materials for formal and informal learning of laboratory methods in geosciences? Between August 2016 and May 2018, the research team experimented with a standard video camcorder, a DSLR camera, and a smartphone camera to capture images and videos in geoscience labs. Data were analyzed iteratively with a narrative inquiry approach and document analysis. Three best practice guidelines were determined for image and video production, data management, and applying closed captioning

Collaborative Consultation for Online and Blended Course Design: Integrating Information Literacy and Fair Use in Instructional Design

This session presents the diverse aspects in a community-based learning and consultation model for online and blended course design. Collaboratively, a panel of instructional designers and librarians have provided consultations in a multi-phase faculty development program. The customized approach to instructional design, integration of information literacy, and fair use in online teaching and learning will be presented. The audience will take away the setups of the program, and will interactively share insights

Transdisciplinary collaborative learning: Design, practices, and experience with Telepresence, robotics, and makerspaces

Using a variety of media and case studies, the panel address the adoption and use of technologies such as robotics, telepresence, and makerspaces for trans-disciplinary learning that has initiated significant grassroots change within the institution. The analysis of teaching and learning strategies shows promise of supporting deep learning for students, a scholarship of teaching and learning for faculty, and conceptualization of a change agent. A vision for the future will be explored with audience