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Authors:
Lauren Totino
Aaron Kessler
Keywords: learning engineering; learning experience design; design process; instructor training; higher education
Abstract:
The Residential Education team at the Massachusetts Institute of Technology (MIT) followed the learning engineering process to design and implement a learning experience for instructors that prepares them to create videos for students using the Lightboard lecture capture system. The content of the online module was designed to emphasize evidence-based instructional practices, primarily through video examples of instructors experienced in using Lightboard demonstrating these best practices. A critical component of the learning engineering process is iteration, and the team navigated two major iterations to the implementation of the learning experience. This paper details each iteration highlighting the specific design decisions and design justifications, and forwards the practice of tracking such work throughout the implementation. Design decision and justification tracking is a practice that can help a team ensure an implementation remains learner-centered and backed by evidence from the learning sciences, while taking into account other factors in the implementation context such as constraints of the technology, timeline, and institutional resources. The paper concludes by underscoring the practical implications of tracking design decisions and justifications for a team following the learning engineering process to implement effective instructor learning experiences.
Pages: 15 to 19
Copyright: Copyright (c) IARIA, 2022
Publication date: June 26, 2022
Published in: conference
ISSN: 2308-4367
ISBN: 978-1-61208-985-0
Location: Porto, Portugal
Dates: from June 26, 2022 to June 30, 2022