Session Abstracts

   9:00am - 9:25am | BREAKOUT SESSIONS 1

  • Title: Finding Grants for Research
  • Abstract: Grants for research, study, and professional development add lines to CVs, aiding students in developing their professional personas. However, the grants landscape is vast, wide, and always changing. Knowing how to search and apply for funding can thus be a tricky endeavor. Fortunately, it is also a masterable one. This session, presented by Elise Anderson of the IU GradGrants Center, will help attendees to better understand the grants landscape and their place in it by introducing the concept of "grants mapping," i.e., how and when to incorporate grant-seeking activities into the various phases of one's graduate career. 
  • Title: Needs Analysis in Action: Transforming Community Development Through Education
  • Abstract: This design showcase presentation will explore the needs analysis design and implementation process conducted by a team of Indiana University IST graduate and doctoral students working with a small planning and engineering services firm in Texas - "GREEN, Inc." To assist the firm in their journey to expand their educational programming, the team examined the gaps between how city managers learn best practices and how technology-based learning strategies aligned to GREEN's objectives could better support them in this work.

  • Title: Investigating the Impact of Online Classes on Undergraduate Degree Completion
  • Abstract: This study builds on existing research that examines the impact of online courses on retention, completion, and student success. Using existing graduation rate, enrollment and grade data for undergraduate students at a multi-campus 4-year institution, this study uses logistic regression to determine the impact of taking online classes on degree completion, controlling for student demographic and academic factors such as age, first generation status, socioeconomic status, SAT/ACT scores, 1st semester GPA, and first generation student status. Results indicate that regardless of campus type, taking 1 or more online classes during their program of study increased students’ likelihood of degree completion. This study also used dependent t tests to compare student performance in online and on campus classes. Mixed results showed slightly higher or slightly lower online course grades compared to on campus course grades depending on type of campus.

  • Title: (Workshop)  Five Star and School City of Mishawaka Using the Needs Assessment to Guide Design of Professional Learning System  
  • Abstract:  Five Star Technology conducted a comprehensive needs assessment. Through partnership with Five Star Technology and School City of Mishawaka, we developed a strategic professional learning plan with teacher leadership. The professional learning plan is reflective of the needs assessment and integrates technology to personalize the learning experience for teachers. It also provides choice and multiple ways to show proficiency.
  • Title: Designing Creative Learning Objectives within Informal Learning
  • Abstract: This study seeks to research scaffolding methods to improve creativity and consider the effects of informal authentic personal learning environments (PLEs). The outcomes that may result from this design challenge may include educational endurance and achievement improvements, self concept development, and furthering their creativity. This research design includes the development of a scaffolded application, through a multiple case study on creating family newsletters and evaluating participants’ usage of an application and their learning outcomes.  
  • Title: Informal Learning in the Workplace
  • Abstract: Previous studies have shown that learning in the workplace contribute to positive work atmosphere such as increase in motivation, job performance, and organizational citizenship behavior. Despite the fact that informal learning consists a major part of workplace learning, it has been less recognized in both practice and research. Informal learning occurs through interactions with colleagues by networking, knowledge and experience sharing, mentoring etc. Some of the emerging themes include informal learning engagement, effects on formal learning and informal learning, personal learning orientation, impact of culture, and role of fun activities in informal learning. Based on a review of the literature on informal learning in the fields of Instructional Technology (IT), Human Resource Development (HRD), and Human Performance Technology (HPT), we seek to discover major themes in informal learning in the workplace and future research agendas.

   9:35am - 10:00am | BREAKOUT SESSIONS 2

  • Title: When Middle School Kids Make: Understanding the Roles of Prototyping and Scaffolding to Support Their Inquiry
  • Abstract: The purpose of this study is to analyze a middle school teacher’s scaffolding strategies and practices during prototyping in a maker environment. We acknowledge that scaffolding is critical not only in the prototyping stage, but also throughout the whole design process in a maker setting, but we need to know more about the relationship between scaffolding and a teacher’s teaching practices. This study took place at a local public school in a combined 7th and 8th-grade classroom that contained maker and other fabrication resources. In the class, the students engaged in a yearlong cross-disciplinary inquiry: Can DIY (Do-It-Yourself) aquaponics systems solve sustainability problems associated with the industrial food system at home and abroad? Results revealed four preliminary findings: 1) The teacher employed a variety of hard and soft scaffolds during the prototyping stage, 2) The teacher enacted transfer of responsibility during prototyping, 3) The teacher regarded prototypes as filters of the design rationales, and 4) The teacher considered failures as opportunities for refinements during the design process.
  • Title: Understanding pre-service teachers’ technology integration through a design lens
  • Abstract: The purpose of this study was to understand pre-service teachers' technology integration practice through a design perspective. The authors were interested in what do pre-service teachers consider and perform when planning to integrate technology, and do these resemble what designers do. The data, which included 39 lesson plan documents, reflections, related deliverables, and 9 interviews, were analyzed through thematic analysis method. The results provided evidence that pre-service teachers relied on former experience and assumption of the student to plan technology integration, the process is not a linear process and pre-service teachers' technology integration showed patterns consistent with design activities.
  • Title: Increasing Student Competence and Confidence: Hybridizing Healthcare Labs
  • Abstract: Designing a course to fit the needs of a unique learner context can be difficult, but re-designing and hybridizing an established course often comes with even more challenges. Using the ADDIE model of instructional design, we re-imagined radiologic healthcare labs to meet the needs of the students and increase student competence and confidence moving toward the clinical environment. Although many instructors previously believed that these types of instructor led labs could not be hybridized without decreasing student comprehension, we have worked to create a design that truly increases comprehension and application of learned concepts. With this redesign, students have instructor created resources available and accessible beyond the time constraints of the scheduled classtime. Students therefore feel their face-to-face time with the instructor is of greater quality. And the instructors are better able to interact, assess and provide individualized feedback to each student in the large group. This hybrid redesign was radical and changed the perception of what healthcare labs “should” be in order to be effective.
  • Title: Exploring Learners’ Participation in the Discussion Forums of MOOCs from Learners and Instructors’ Perspectives
  • Abstract:Nowadays many learners are familiar with the internet and the use of technology. The Massive Open Online Courses (MOOCs) initiative is one of the online opportunities that learner can have to learn new information and build their own social network and deal with peers and experts from all over the world. However, many studies have indicated the lack of learners’ participation in discussion. The importance of the participation in MOOC is related to the importance that research points out frequently toward social interaction. The aim of the current study is to explore the factors that influence MOOCs learners, participation in the discussion forums from active learners’, passive learners’ and instructors’ perspectives. The study employs a mixed-mode cross-sectional questionnaire design using two questioners, one is for active learners and the other is for passive learners. Also, a semi-structured interview will be conducted to address instructors’ perspectives.
  • Title: Accountability in Schools and ICT
  • Abstract: The value of a good education cannot be overemphasized. Education for all is a primary concern for the governments around the world, especially in the developing countries. In India many efforts have been taken to increase the number of children attending pre-primary and primary schools. But many of these children have not graduated to secondary schools and those who do, achieve very low learning outcomes. School accountability is an emerging study in how schools and communities can work together to create a sustainable model for education. In this study we will examine how the intervention of ICT can make schools more accountable to the students and the community at large.

   1:35pm - 2:00pm | BREAKOUT SESSIONS 3

  • Title: (Workshop) How to Write a Literature Review?
  • Abstract: The purpose of this workshop is twofold: first, to discuss why we conduct a literature review; and, second, to work through a step-by-step process so that attendees can get a better start after this workshop. To that end, I will give a talk on general information about literature reviews, and my co-presenter Ahmed Lachheb, a doctoral student, will illustrate what he did in a literature review using an integrative literature review method (Torraco, 2016) and how he has successfully published a peer-reviewed journal article on instructional designers (Lachheb & Boling, 2018).
  • Title: Assessing Instructional Design Core Competencies at Athene
  • Abstract: Instructional design competencies in a new media environment require skills including communication, instructional design models and strategies, problem solving, and knowledge of software tools. A needs analysis was conducted for Athene, an insurance company selling annuities, to determine training team instructional design core competency gaps as they were transitioning from primarily instructor-led delivery to one more focused on e-learning. Data collection consisted of semi-structured interviews with stakeholders as well as an online survey of key skills by the training team members. The skills survey included topics within learning theory, learning design and development, and technology applications and tools. Data analysis resulted in the development of a SWOT Analysis, positive findings, areas for improvement, recommendations, and critical success factors.
  • Title: (Learning Science Symposium) From esports and cosplay to student designers and intercontextuality: Designing for both informal and formal learning environments
  • Abstract: The Learning Sciences takes an interdisciplinary approach to studying and designing learning environments. This symposium includes four papers that run the gamut from descriptive ethnographic work to direct technological interventions. In Part I, the graduate students will show research projects in informal settings around esports and cosplay, and how members learn in these environments. While in Part II, students will show designs for a scenario-based assessment in problem-based curriculum, and supporting pre-service teacher with OWA tools in formal learning environments. In the last part of this symposium, we will leave time for discussion with the audience.
  • Title: Longitudinal Approach to the Using Technology for Learning: Finding Longitudinal Changing Trajectory Korean Students with Time-Varying Variable
  • Abstract: Lots of prior research on the use of technology for learning have not applied longitudinal viewpoint but cross-sectional approaches. It was limited because we could not find the ideas or problems in the longitudinal view. In this study is to find out changing trajectory in using technology for learning. We also use time-varying variable more accurate longitudinal growth model to use computer and internet.
  • Title: (Workshop) Unlocking the Power of Adobe Captivate
    (Bring Your Own Laptop with Adobe Captivate installed)
  • Abstract: The goal of this workshop is to break down barriers between users and the complex Adobe Captivate program while providing valuable insight into how to build a pedagogically sound eLearning environment. Participants will create a simple interactive eLearning module while learning best practices for a more powerful and efficient experience.
  • Title: MOOC Instructor Experiences and Pedagogical Choices:
    Some Instructional Design Considerations and Challenges
  • Abstract: This mixed methods study explores instructors’ considerations and challenges in designing massive open online courses (MOOCs) to enhance the design of MOOCs. The study found that a variety of design considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (e.g., limited assessment methods, engaging students, and increasing student interaction, etc.), resource challenges (e.g., limitations associated with the affordances of the platform), and logistical challenges (e.g., time limitations for designing MOOCs). To address these challenges, the instructors typically reviewed other MOOCs and sought help from colleagues, their universities, and supporters of the platforms.

   2:10pm - 2:35pm | BREAKOUT SESSIONS 4

  • Title: Technology Integration: Using Non-Training Solutions to Support a Change Movement
  • Abstract: Using non-training solutions to open the door to innovation with technology integration. The session will show multiple non-training solutions that were successfully implemented by a technology integration specialist in a K-12 public school district. Non-training solutions include (but not limited to) strategies and tactics from computer networking, organizational newsletters, goal setting systems, workflow redesign, public relation systems, and self-managing work groups.
  • Title: When online students deal with collaboration, what are their group regulation strategies?
  • Abstract: The present study is a qualitative phenomenological study that aim to explore the lived experiences that graduate students have when collaborating online and developing an instruction in order to understand the used group regulation strategies the challenges that they faced. Ten Students grouped themselves to three teams and reported a monthly reflection three times throughout the semester, and then got interviewed after submitting their project. Moustakas (1994)’s data analysis approach had been used to produce a descriptive passage for each team and get the essence of their experience. Results shows effective group regulation is related to the level of planning and having a real client had a negative influence. Strategies, challenges and suggestions have been discussed.
  • Title: Instructional Design and Technology Training in a Tunisian Higher Education Context: Faculty Satisfaction, Learning and Behavior
  • Abstract: This study focuses on the use of instructional design and integration of instructional technologies in a Tunisian higher education context. Particularly, this study aims to describe a unique instructional design and technology (IDT) training that took place in a Tunisian higher education context, and investigate its overall worthiness and outcomes.