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Formative Design in Learning

Design Thinking, Growth Mindset and Community

  • Book
  • © 2023

Overview

Editors:
  1. Brad Hokanson

    1. College of Design, University of Minnesota, St. Paul, USA

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  2. Matthew Schmidt

    1. Mary Frances Early College of Education and College of Pharmacy, University of Georgia, Athens, USA

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  3. Marisa E. Exter

    1. College of Education, Purdue University, West Lafayette, USA

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  4. Andrew A. Tawfik

    1. College of Education, University of Memphis, Memphis, USA

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  5. Yvonne Earnshaw

    1. School of Instructional Technology & Innovation, Bagwell College of Education, Kennesaw State University, Kennesaw, USA

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  • Provides a diverse exploration of instructional design and learning
  • Includes application ready ideas for the field of instructional design
  • Examines concepts of diversity and technology

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Table of contents (25 chapters)

  1. Front Matter

    Pages i-vii
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  2. What is Formative Learning Design? Collaborative Meaning-Making From the 2022 AECT Summer Research Symposium

    • Yvonne Earnshaw, Brad Hokanson, Marisa E. Exter, Matthew Schmidt, Andrew A. Tawfik
    Pages 1-11

  3. Formative Design in the Holistic 4D Model

    • Charles M. Reigeluth
    Pages 13-23

  4. Intern Observations and Reflections From the 2022 AECT Summer Research Symposium

    • Vanessa Johnson, Alyse Harris
    Pages 25-31

  5. Closing the Professional Learning Loop: Designing for Performance Improvement

    • Rita Fennelly-Atkinson, Courtney L. Teague, Jillian Doggett
    Pages 33-48

  6. Designing the Museum of Instructional Design, a 3D Learning Environment: A Learning Experience Design Case

    • Noah Glaser, Yvonne Earnshaw, Dana AlZoubi, Mohan Yang, Elisa L. Shaffer
    Pages 49-64

  7. Enhancing Problem Based Learning Through Design Thinking and Storying

    • Robert F. Kenny, Glenda A. Gunter
    Pages 65-76

  8. Formative Design of Authentic Scenarios for a Virtual Reality-Based Parent-Teacher Conference Training Simulation

    • Jeeheon Ryu, Sanghoon Park, Eunbyul Yang, Kukhyeon Kim
    Pages 77-91

  9. Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design and Delivery Practices

    • Ahmed Lachheb, Jacob Fortman, Victoria Abramenka-Lachheb, Peter Arashiro, Ruth N. Le, Hedieh Najafi
    Pages 93-113

  10. Formative Learning Design Within Project Evaluation: Case of a Food Bank Disaster Planning and Recovery Tool

    • Susie L. Gronseth, Ioannis A. Kakadiaris
    Pages 115-125

  11. How a Novice Instructional Designer Embraced a Design Thinking Mindset Through a Learning Design Course

    • Jing Song, Wanju Huang
    Pages 127-138

  12. How has Virtual Reality Technology Been Used to Deliver Interventions That Support Mental Well-Being? A Systematic Literature Review

    • Minyoung Lee, Matthew Schmidt, Jie Lu
    Pages 139-156

  13. Layering Views of Experience to Inform Design

    • Signe E. Kastberg, Amber Simpson, Caro Williams-Pierce
    Pages 157-166

  14. Making a Framework for Formative Inquiry Within Integrated STEM Learning Environments

    • Stuart Kent White
    Pages 167-178

  15. Measuring Informal Learning: Formative Feedback Towards the Validity of the Informal SOM-SCI

    • Andrew A. Tawfik, Linda Payne, Carolyn R. Kaldon
    Pages 179-192

  16. Multipurpose Practicum: Feeding a Hunger for Justice via a Mainstream Academic Requirement

    • Amy C. Bradshaw
    Pages 193-205

  17. Practicing 360-Degree Innovation: Experiencing Design Thinking, Exhibiting Growth Mindset, and Engaging Community in a French Business School Graduate-Level Intensive Course

    • Dennis Cheek
    Pages 207-218

  18. Preparing Elementary Teachers to Design Learning Environments That Foster STEM Sensemaking and Identity

    • Kim A. Cheek
    Pages 219-228

  19. Profound Learning for Formative Learning Design and Technology

    • Davin J. Carr-Chellman, Alison A. Carr-Chellman, Carol Rogers-Shaw, Michael Kroth, Corinne Brion
    Pages 229-240

  20. Tapping Into How We Teach What We Teach: A Journey in Explicit and Implicit Reflection

    • Monica W. Tracey, John Baaki
    Pages 241-250
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Keywords

About this book

Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process.


This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts. 

Editors and Affiliations

  • College of Design, University of Minnesota, St. Paul, USA

    Brad Hokanson

  • Mary Frances Early College of Education and College of Pharmacy, University of Georgia, Athens, USA

    Matthew Schmidt

  • College of Education, Purdue University, West Lafayette, USA

    Marisa E. Exter

  • College of Education, University of Memphis, Memphis, USA

    Andrew A. Tawfik

  • School of Instructional Technology & Innovation, Bagwell College of Education, Kennesaw State University, Kennesaw, USA

    Yvonne Earnshaw

About the editors

Brad Hokanson is a professor in the College of Design at the University of Minnesota. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology.


Matthew Schmidt Ph.D. is an Associate Professor at the University of Florida in the Educational Technology program, faculty in the Institute for Advanced Learning Technologies, and director of the Advanced Learning Technologies Studio. His primary research interest includes design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers. His secondary research interests include immersive learning and learning experience design.


Marisa Exter Ph.D. is an Associate Professor of Learning Design and Technology at Purdue University. She has 15 years of experience in software design, development, and project management, and BS and MS in Computer Science, along with a PhD in Instructional Systems Technology. Her research interests focus on formal and non-formal educational experiences professionals who use design processes to create technology (such as Instructional Design, Computing, and Engineering/Technology), with an aim to improving undergraduate education, especially through interdisciplinary programs and learning experiences.


Andrew A. Tawfik Ph.D. is an Associate Professor of Instructional Design & Technology at the University of Memphis, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning, case-based reasoning, and computer-supported collaborative learning. Additional interests include learning experience design andhuman-computer interaction.


Yvonne Earnshaw Ph.D. is an Assistant Professor of Instructional Design and Technology in the School of Instructional Technology and Innovation, which is situated within the Bagwell College of Education at Kennesaw State University. She also has over 20 years of practitioner experience in technical writing, instructional design, and user experience. Her research interests are in learning experience design, online teaching and learning, and practitioner preparation.


Bibliographic Information

  • Book Title: Formative Design in Learning

  • Book Subtitle: Design Thinking, Growth Mindset and Community

  • Editors: Brad Hokanson, Matthew Schmidt, Marisa E. Exter, Andrew A. Tawfik, Yvonne Earnshaw

  • Series Title: Educational Communications and Technology: Issues and Innovations

  • DOI: https://doi.org/10.1007/978-3-031-41950-8

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Association for Educational Communications & Technology 2023

  • Hardcover ISBN: 978-3-031-41949-2Published: 28 November 2023

  • Softcover ISBN: 978-3-031-41952-2Due: 17 December 2023

  • eBook ISBN: 978-3-031-41950-8Published: 27 November 2023

  • Series ISSN: 2625-0004

  • Series E-ISSN: 2625-0012

  • Edition Number: 1

  • Number of Pages: VII, 318

  • Number of Illustrations: 15 b/w illustrations, 40 illustrations in colour

  • Topics: Education, general, Higher Education, Curriculum Studies, Curriculum Studies

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