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2019
Friday, May 31st
8:00 AM

Breakfast

Emerging Learning Design

University Hall, ADP Center Lobby

8:00 AM - 9:00 AM

9:00 AM

Helping students leverage and manage their learning through mobile experiences

Kinta D. Montilus, Pearson
Tiantian Jin, Pearson

University Hall, ADP Center 1120

9:00 AM - 11:00 AM

Workshop Title:

  • Helping students leverage and manage their learning through mobile experiences


Workshop Length:

  • Our workshop will be approximately 60 minutes long. The structure of the presentation will allow for 40 minutes worth of knowledge sharing and 20 minutes for a hands-on design activity. Any remaining time will be used to continue the conversation on mobile learning and anticipated next steps from the unique perspectives of different educational stakeholders.

Workshop Description:

Main Goal/Objectives:

We can see a strong trend that the emerging generation is increasingly reliant on mobile devices (Pomerantz & Brooks, 2017). Mobile learning has been identified as a promising market for the education industry, as technology improves standards have emerged and the increase of mobile use/devices continues to extend the reach of the education industry (Habboush, Nassuora, & Hussein, 2011).

At the same time, self-management skills play an essential role in their life-long learning. Self-management refers to the extent an individual feels he or she is self-disciplined and can engage in autonomous learning (Smith, Murphy, & Mahoney, 2003). Students who have good self-management skills are more likely to achieve better academic (Duckworth & Seligman, 2005) and occupational (Daly, Delaney, Egan, & Baumeister, 2015; Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007) success. Research suggests that in order to help learners achieve better mobile learning performance more attention should be given to mobile learning designs that address learners with different levels of self-management (Huang 2014).

This workshop will look to understand, how can we take advantage of the mobile trend and technology to foster learners’ self-management skills? The participants who attend this session can look forward to the following:

  • An overview of the latest student mobile device usage for learning

  • Methods to foster students’ self-management skills

  • Design-based research framework

  • Guidance for mobile application design: benefits and challenges

  • A self-developed mobile solution designed with core learning research and design principles.


Workshop skill-set/ Intended audience:

  • This workshop will be of interest and beneficial to faculty members, instructional and learning designers, educational researchers, and anyone else interested in mobile learning, research, design, and product development in the educational context.
  • In an effort to accommodate for participants with all levels of expertise, our session will include a foundational review of learning design and research in producing effective and meaningful learning experiences.


Workshop Structure & Outline:

  • The workshop will be moderated through a presentation to share fundamental information regarding mobile learning and learning design research. Following the presentation, participants will be asked to participate in an object-based activity.
  • The tentative outline is described below:
    • Introduction of Self-Management Skills and its importance to students’ future success
    • Current State Conversation on Mobile Learning & Student Trends associated with Mobile Use
    • Explanation of the role of research and design in designing effective learning experiences
    • Conversation on the Dos & Don’ts of designing Mobile Learning Experiences
    • Activity to facilitate participants in creating their own mobile learning experience that will support students’ self-management skills
    • Concluded by a candid conversation on what’s next for mobile learning


Workshop Activity/Engagement Plan

  • During the session, participants will be asked to participate in a design activity to create their own mobile learning experience based on a series of learning design principles and research. The activity will take participants through a series of steps, aiding them to think through key questions to facilitate their mobile design (Gipple & Lord, 2013):
    • Who is the target audience?
    • What is your budget?
    • What is the intended purpose of the application?
    • What are the learning use cases and problem statement?
    • What skills are you focusing on?
    • What are the required features aligned to these use cases and problem statements?
    • How will your mobile learning experience help position your target audience for future success?
    • What challenges might you face?
    • How do you plan to address those challenges?


Workshop Materials & Supplies

  • For this workshop, we will require a projector to display our presentation slides. Additionally, we will also supply participants with handouts, markers, and pens to help them in the design activity portion of the session.


References

  • Daly, M., Delaney, L., Egan, M., & Baumeister, R. F. (2015). Childhood self-control and unemployment throughout the life span: Evidence from two British cohort studies. Psychological science, 26(6), 709-723.
  • Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological science, 16(12), 939-944.
  • Gipple, J., & Lord, E. (2013). Understanding Mobile Learning and Best Practices. ICS Learning Group.
  • Habboush, A., Nassuora, A., & Hussein, A. R. (2011). Acceptance of mobile learning by university students. American Journal of Scientific Research, 22, 119-122.
  • Huang, R. T. (2014). Exploring the moderating role of self-management of learning in mobile English learning.
  • Pomerantz, J., and Brooks, D. C. (2017). ECAR Study of Undergraduate Students and Information Technology, 2017. Research report. Louisville, CO: ECAR, October 2017.
  • Roberts, B. W., Kuncel, N. R., Shiner, R., Caspi, A., & Goldberg, L. R. (2007). The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological science, 2(4), 313-345.
  • Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance education, 24(1), 57-67.

Planning for Motivation

Ruth Ronan, Rutgers University

University Hall, ADP Center 1143

9:00 AM - 11:00 AM

This workshop will explore three models of motivation theory: self-determination theory promoted by Edward L. Deci; the elements of motivation based on Daniel Pink’s research; and, the ARCS model of motivational design developed by John Keller. It proposes two possible instructional planning approaches – by applying Keller’s ARCS model and by shifting the balance of power proposed by Maryellen Weimer in “Learner-Centered Teaching: Five Key Changes to Practice.” It also briefly examines student resistance to motivational strategies.

This is a very interactive session. Participants will have an opportunity to collaboratively examine learning situations that increase and decrease motivation using the Socrative app on their mobile devices. They will also consider definitions of the three key components of self-determination theory (autonomy, competence, relatedness) in a think-pair-share activity. The session wraps up with a jigsaw team activity where each group answers three questions to collaboratively craft motivational strategies using the syllabus, in teaching and learning activities, and as part of feedback and assessment.

References

Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty Jossey-Bass.

Deci, E. L., & Flaste, R. (1995). Why we do what we do: The dynamics of personal autonomy. GP Putnam's Sons.

Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44(2), 43-47.

Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. VII Semanario, Santiago, Cuba, 1-13.

Keller, J. M. (2009). Motivational design for learning and performance: The ARCS model approach Springer Science & Business Media.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us Penguin.

Selfdeterminationtheory.org - an approach to human motivation & personality Retrieved from http://selfdeterminationtheory.org/

TEC-Variety_ch3.pdf Retrieved from http://tec-variety.com/TEC-Variety_ch3.pdf

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice John Wiley & Sons.

Words That Motivate: Increasing Your Teaching Communication Effectiveness

Regina Efimchik, Rutgers University - New Brunswick/Piscataway
Danielle Heuer

University Hall, ADP Center 1121

9:00 AM - 11:00 AM

“Tone” in writing can be easy to misinterpret and easy to create a less-than-positive response from readers. This interactive session will include real examples from students and instructors where tone was either misinterpreted or de-motivating to the reader. Session participants will have the opportunity to edit real writing samples for their own development or to coach their own students if they sense there is a tone issue. Takeaways include a handy reference guide for creating a positive tone, no matter how difficult the message.

The instructors have a combined 30+ years of experience teaching professional communication skills. They have taught at the undergraduate and graduate level at several universities. They have taught and coached in Fortune 500 companies, non-profits, smaller companies, school systems, and government organizations. Delivery-wise they have taught in person, on campus, online, hybrid, webinar, podcast, you name it. They have reviewed and conducted individual coaching on 1000s of documents and e-mails.

Based on the instructors’ combined years of teaching business, medical, technical, scientific, academic, and professional writing, Regina and Danielle have found that the one topic that comes up most often as a challenge is tone. Tone has created professional communication problems since the dawn of writing.

We will start with the classic communication impression model that shows that approximately 93% of communication is non-verbal (body language, voice tones, etc.) and 7% is verbal. This is what makes e-mails, discussion boards, and virtual communication of any kind challenging.

We have compiled (redacted of course) writing samples of instructors, students, and colleagues who have not motivated their readers appropriately, which is the ultimate goal. Especially when one has to give bad news, nudge a student to complete an assignment, write for an extension themselves, navigate a touchy discussion board topic, or coach a student's writing, word choice means so much.

We will show samples on slides, discuss the potential motivational impact, then pass out printed samples where participants can edit in groups. We will briefly read out edits and discuss best practices. We will also hand out a reference guide that will help participants quickly edit their own writing for motivating tone while still sending clear messages. This topic applies to face-to-face, phone, or video conference communication situations as well as writing.

11:00 AM

Donuts and Design

Emerging Learning Design

University Hall, ADP Center Classrooms

11:00 AM - 12:00 PM

12:15 PM

Buffet Lunch

Emerging Learning Design

University Hall, 7th Floor Conference Center

12:15 PM - 1:15 PM

2:00 PM

Creative Applications of Video for the online learning experience

Beverly Margolies, Bergen Community College

University Hall, 7th Floor Conference Center

2:00 PM - 2:30 PM

In teaching Success 101, a first year experience course, online, I have used videos in creative ways to supplement the ones already included. Students enjoy watching YouTube, so why not include relevant clips? I specify the time lengths to allow the student to allocate time to watch during their breaks. I used Adobe Connect Pro to create a video meeting and Camtasia Studio.

Some implementation examples:

  • provide a video tour of the Website / Shell / Academic Smart Catalog, …
  • instructional video on Moodle and assignments
  • introduce topic or activity
  • Inspirational clips
  • Sharing a relevant experience /personal story to get them to share theirs

VIDEO TOURS & Tutorials: At the start of the course, I added a video tour to demonstrate how to navigate our BCC website as well as our Moodle shell. I include video tutorials on Moodle - demonstrating how to add a profile photo to personalize their presence in the course and how to adjust settings. I provide a video of my expectations for completion of journals and discussion posts & where to find the rubrics and instructions.

At the start of each new topic, I add a video introduction. In the section entitled Academic Goals, I share a tutorial on how to search our Smart Catalog. As an Academic Web Designer, it is a video I created for the home page of the Smart Catalog.I also added personal stories about my own career path that they can relate to. In my “Super Shy” video clip I share how I evolved to become a teacher.

For the Self-motivation module I added a Moodle page with links to three different inspirational video clips: including clips from popular television shows: America's Got Talent & Saturday Night Lights. You can easily find your favorite movie clips on YouTube. Midway through the semester I post the animated video ”I am worried about my grade” https://youtu.be/WVvKnq5XT-g . This one gets embedded in the topic header as a reminder to hand in all their work on time. For the Time Management topic, the Jar of Life video is used to demonstrate the importance of prioritizing.

Student Satisfaction Matters to Instructional Designers

C.L. Eddins, Berkeley College System

University Hall, 7th Floor Conference Center

2:00 PM - 2:30 PM

  • The start of the session start by showing facts surrounding the challenges higher education institutions are expecting around the country with student enrollment
  • Explain why Berkeley College is looking to put more emphasis on student satisfaction to create more student success.
  • Enlightening the audience about Berkeley College belief about retention is the responsibility of all faculty and staff and it’s critical to find ways for everyone to assist.
  • Elaborate on the partnership between Academic Advising & Instructional Design by introducing a collaboration workshop built by both departments, discuss the meaning, and potential outcome for the workshop.

2:30 PM

Closing Remarks

Emerging Learning Design

7th Floor Conference Center

2:30 PM - 3:00 PM

3:00 PM

ELD Executive Board Meeting (invitation only)

Emerging Learning Design

SCHM 135

3:00 PM - 5:00 PM