Needs-Based Designing for Learning Professional Practices: Scholarly and Worldly

• In Event: 65.041 - Design-Based Research: Coming of Age for a Versatile Methodology Supporting Diverse Research and Learner Needs

Abstract

Objectives
In this paper, we report design cases in which needs were sourced in the world: (1) Interactive Learning Assessments (ILA) began with scholarly needs, then sought worldly needs, resulting in a changed theoretical frame; (2) Field Play (FP) highlights began with worldly needs, and scholarly needs were later added.

Both technologies develop professional practices. ILAs allow learners to practice the nutrition care process. Learners seldom get opportunities to practice the nutrition care process early in their education because of the cost (Christofferson, Christensen, LeBlanc, & Bunch, 2012). Virtual cases provide a means for early practice.

FP allows learners to practice geologic fieldwork through augmented reality (AR). Learners struggle to see what geoscientists see; AR can enrich a learner’s sense of place (Semken et al., 2009).

Perspectives
Needs assessment helps designers create learning technologies that are useful and usable (Leigh, Watkins, Platt, & Kaufman, 2000). While the purpose of DBR is jointly to develop theories of and designs for learning (The Design-Based Research Collective, 2003), when needs are sourced only from scholarly works and not from the world, the potential for our designs to be both used and useful is limited.

Methods
ILA places learners in the role of dietitian giving counsel to virtual clients with feedback from a virtual supervisor who guides them through the nutrition care process. Instructors can create or edit cases. ILAs have been field tested over two years (McKay, Cantarero, Svihla, Yakes Jimenez, & Castillo, 2014).

FP is an app that provides location-aware, augmented reality geologic field trips scalable in intellectual intensity depending on background knowledge. Instructors can create field trips using curated scientific, crowdsourced and original content. FP has been in technical development and is being field-tested.

Qualitative analysis of design process highlights the roles needs play in challenging theoretical frames and creating collaborative possibilities.

Data sources
ILA data sources include design documents, proposals and versions documenting two years of designing and testing. FP data sources include reflections on design process, needs assessment with in-field geoscience professionals, non-geoscience STEM professionals, STEM advocates and non-science students and preliminary testing.

Results
Originally, ILAs were based on scholarly needs and FP was based in worldly needs (Table 5.1, see consolidated document). ILAs supported learning but resisted use due to cumbersome features. Across three DBR cycles, a simplified approach addressed both learner and instructor needs. We observed transformed teaching practice for the instructor involved (from predominantly direct instruction to student-centered).

FP was conceived out of felt-needs during fieldwork: to view and contribute new data while in the field. Query-based AR allows learners to explore their curiosity about the landscape. To ensure it also supports learning, the evolving design is evaluated both in light of worldly needs and newly integrated learning theory.

Scholarly significance
These exemplars highlight how worldly and scholarly needs can be integrated to ensure our designs have a lifespan beyond a research project. Tentatively, we also find integrating worldly and scholarly needs further has potential to change instructor beliefs and practices about learning.

Authors

• Magdalena Donahue, The University of New Mexico

• John Donahue, New Mexico Institute of Mining & Technology

• Elizabeth Yakes Jimenez, University of New Mexico

• Tim Castillo, University of New Mexico

• Vanessa Svihla, University of New Mexico