Amy C. Bradshaw

The Effect of Web-Based Question Prompts on Scaffolding Knowledge Integration and Ill-Structured Problem Solving

Abstract This study examined the effects of question prompts, knowledge integration prompts, and problem solving prompts, embedded in a Web-based learning environment in scaffolding preservice teachers’ conceptual understanding and problem solving in an ill-structured domain. A mixed-method study was employed to investigate the outcomes of students’ conceptual knowledge and ill-structured problem solving. The quantitative results indicated that students who received knowledge integration prompts had significantly higher scores in overall problem solving performance, but the same was not true for prompts focused on conceptual knowledge. Further, the qualitative findings revealed the positive effects of knowledge integration prompts in facilitating students to make intentional efforts to identify and explain major concepts and their relationships that are necessary for solving the ill-structured problem. This study has implications for designing curricula in ill-defined domains that seek to integrate and promote the application of educational principles to real-world problems.

Effects of Presentation Interference in Learning with Visuals

Abstract Informed by single-element screen design studies and professional practice, this combined-element study compared a contextually based, intentionally interference free presentation against two presentations containing multiple, typically minor design flaws to determine the effects of presentation interference on students’ ability to learn from, and their beliefs regarding, computer-generated presentations. Results indicated significantly higher posttest scores for the interference free presentation group than for either of the two groups receiving presentations containing interference, however results suggest that increasing intentional interference does not always lead to reduced learning. Although the well designed presentation and a presentation containing intentional interference both resulted in strong beliefs regarding the beneficial nature of computer generated presentations, treatments containing presentation interference significantly reduced learning

Effects of an Online Visual Procedure on Task Completion, Time, and Attitude

Although substantial literature exists regarding learning with visuals, most consider text the primary channel with varying amounts of visuals explored as a secondary channel. This study considered the effectiveness of visuals-only procedural guides versus visuals plus added text, using visuals as the primary channel and using visuals developed from screen shots to eliminate the need to create a visual, stand-in vocabulary. There was no difference in the level of successful task completion between treatment groups. The time required to complete the task was measured and there were significant differences in the amount of time required by treatment group, age, and sex. Both treatment groups responded favorably to the procedures on a follow-up attitude questionnaire. Implications of the study and suggestions for further research are discussed.

Fostering Innovation Through Experiential Learning

Globalization has put engineering education and the profession at a challenging crossroad. The impact of rapid technological innovations on modern societies has been amplified by the globalization of the economy. The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on the research and development of instructional activities that address the engineering competencies related to innovation. Engineering educators and practitioners have suggested that collaborative-competitive team design events promote innovation. These competitions are popular, and they attract sponsors and participants. Beyond being popular, they are believed to provide rich learning opportunities for students. The University of Oklahoma’s Formula SAE (Society of Automotive Engineers) Racing team is highly ranked in the U.S. and world. We are in the early stages of designing, implementing, and testing a four course curriculum, around the FSAE race car, that fosters meaningful learning, innovation, systems level thinking, and the attainment of career-sustaining skills as a result of authentic experiences. We plan to identify the activity features that match with the theoretical frameworks of innovation, match them to the professional competencies, translate the events from extracurricular to curricular activities, and assess their effects on student learning and development in four technical courses our curriculum. With a view to stimulating discussion, in this paper, we highlight some of the salient features of our plan and some issues that warrant further investigation.Copyright

Minding the Stories We Tell: Acknowledging and Addressing Implicit Narratives in IDT

What are the implicit stories of the Instructional Design and Technology field? How are they told? Who are the central characters? What is the plot? This chapter considers how instructional design and technology practices can unintentionally convey and reinforce dominant narratives about the world, people, and legitimate concerns. Along with overt, intentional forms of storytelling, less recognized yet powerful implicit narratives are discussed, toward an aim of raising awareness of how our practices may perpetuate injustice or can, instead, facilitate equity and inclusion. A project-based effort to integrate consideration of implicit narratives related to social justice awareness and understanding within the overt IDT curriculum is discussed.

Amy’s Voice: Becoming Fully Human in Our Professional Roles

I am an associate professor of instructional technology. My scholarly interests include social and cultural implications of technologies; visuals for learning and instruction; scaffolding higher order and critical thinking; and educational philosophy. During my career, I have felt a growing need to better integrate and address issues of access, equity, cultural capital, privilege awareness, and other issues of social justice into my professional work. Although a thread of my scholarly efforts has woven through issues of culture, ethics, and critical consciousness development, those themes are frequently perceived to be at the margins of mainstream Instructional Design and Technology (IDT). Learning theories—and by extension, epistemologies—are central to the field of IDT. However, it seems to me that an epistemology of ignorance (as expounded by Linda Martin Alcoff) permeates our field with regard to issues of equity, inclusion, unearned privilege, and institutionalized oppression, and that social justice issues are largely regarded as not directly relevant to either the IDT field, broadly, or the particular classes I teach, specifically. I think this must change.

Experiential Learning Based Engineering Curriculum to Develop Meta-Competencies

The competitiveness of the U.S., which is linked to our standard of living, is dependent on our ability to produce a large number of sufficiently innovative engineers prepared to address issues related to complex systems. Hence, our focus is on research and the associated development of curriculum and instructional activities that address the engineering competencies related to innovation. In this paper, we present a hierarchical curriculum design model, grounded in experiential learning. The model addresses curriculum design from multiple levels: design of experiential activities to provide targeted scaffolding and support for engineering students to develop competencies, then mapping the competencies at course, course sequence, and curriculum levels, for systemic development of competencies at higher order cognition. We illustrate the hierarchical approach for the design of a three-course sequence around the Formula Society of Automotive Engineers (FSAE) Racing team at University of Oklahoma, Norman, to foster meaningful learning, innovation, systems-level thinking, and the attainment of career-sustaining skills through authentic experiences. With a view to stimulating discussion, in this paper we highlight some of the salient features of our plan and some issues that warrant further investigation.Copyright

Effects of Sound and Color Stimuli on Image Recognition

Abstract Seventy-three college students participated in a study investigating the effectiveness of sound and color in assisting learners to recognize presentation content from a multimedia presentation. Students viewed a computerized presentation displaying a series of 16 objects in one of four treatment conditions: no color (BW); no color with sound (BWS); color (C); and color with sound (CS). Results indicate no significant differences related to color but an advantage for the no-sound conditions on a recognition lest; participants receiving sound performed worse than those not receiving sound. The results support previous research indicating less salient stimuli can compete with other information for processing resources and can therefore impair learning, in accordance with a dual-processing, cognitive model of multimedia learning.