presentation

Paper presentations @ DRS Conference 2016

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June 22, 2016 1:30 AM

Peter Scupelli presented papers at the 50th Anniversary Design+Research+Society Conference 2016, hosted by the University of Brighton in the UK. The papers featured were:

1) Scupelli & Hanington: Design Studio Desk and Shared Place Attachments: A Study on Ownership, Personalization, and Agency

Abstract:

Increasing numbers of students, limited space, and decreasing budgets nudge many university administrators to shift from assigned design studio desks to flexible workspace arrangements. This paper explores student attachment to the individual desk and shared spaces in a graduate design studio in a Design School in a North American first-tier research university. The studio had four interconnected spaces with: individual desks, collaborative workspaces, a kitchen-social cafe area, and a distance-learning classroom. We explored student perspectives and attitudes on studio aesthetics, functionality, agency, ownership, personalization, and occupancy patterns with four methods (i.e., online survey, student class schedules, interviews, time-lapse study). Perception of ownership, personalization, and agency were greatest for individual desks. Students perceived the individual desk as a primary territory even though the administration said desks were shared hot-desks. Individual work and collaborative work occurred throughout the studio regardless of functional assignment (e.g., spaces for individual work, collaboration, classroom).

2) Scupelli, Wasserman, & Brooks: Dexign Futures: A Pedagogy for Long-Horizon Design Scenarios

Abstract:

The transition towards societal level sustainability requires thinking and acting anew. Traditional design pedagogy poorly equips designers to integrate long- range strategic thinking with current human-centered design methods. In this paper, we describe a three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term dexign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. Students learn to engage strategic long time horizon scenarios from a generative design perspective. DFS, online modules, teaches students to critique and deconstruct existing futures scenarios. iDTF situates students to explore futures based themes and apply design methods and research techniques. DTF takes students into a semester-long project designing for 2050. In this paper, we describe lessons learned that lead to a pedagogy for supporting novices as they develop skills and methods for long time horizon futures design.

Last updated: 1:30 am

Paper presentations @ EDM2016

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June 22, 2016 11:34 AM

Peter Scupelli and Paul Inventado presented papers at The 9th International Conference on Educational Data Mining (EDM2016) in Raleigh, North Carolina.

1. Inventado, P.S., Scupelli, P., Van Inwegen, E., Ostrow, K. Heffernan, N. , Baker, R.,  Slater, S., and Ocumpaugh, J. “Hint Availability Slows Completion Times in Summer Work”

Abstract:

On-demand help in intelligent learning environments is typically linked to better learning, but may lead to longer completion times. This present work provides an analysis of how students interacted with a summer learning assignment when on-demand help was available, compared to when it was not. When hints were available from the start, students were more likely to delay work, compared to students for whom step-wise hints were only available after the third problem. When hints were always available, participants took significantly more time to complete a mastery learning assignment,. We interpret this difference in time to complete the assignment as an opportunity to re-engage in productive math learning.

2. Slater, S., Ocumpaugh, J., Baker, R., Scupelli, P., Inventado, P.S., and Heffernan, N. “Semantic Features of Math Problems: Relationships to Student Learning and Engagement”

Abstract:

The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations.

Last updated: 11:34 am

Paper presentation @ 2016 IDSA International Conference

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June 22, 2016 2:00 AM

Peter Scupelli presented a paper he co-authored with Judy Brooks and Arnold Wasserman on “Making Dexign Futures learning happen: A case study for a flipped, Open-Learning Initiative course” at the 2016 Industrial Designers Society of America (IDSA) International Conference in Detroit, Michigan.

Abstract:

How do design educators make change happen to address new challenges? Currently, design educators are caught between challenges: first, teaching well-established design traditions based on craft and making; and second, training students to situate their artifact making within transitional times in a volatile and exponentially changing world. The tension design educators navigate involves teaching the core of a discipline in relation to an expanding periphery where multiple disciplines interact. The epistemic challenge is how to initiate students into the field’s crystallized knowledge at the same time as fluid, emergent knowledge. Some design educators may yearn for simpler times focusing on mastery of the deep disciplinary cores. Others may discount their own core disciplinary teaching in favor of exploration of the rapidly shifting disciplinary peripheries to meet new challenges and opportunities. We acknowledge both perspectives and further posit that students need exposure to both the core and periphery of design. This introduces an interesting learning challenge: an implicit contradiction for students of design where the core/making tends to reinforce short time horizon thinking; and the disciplinary periphery requires long time horizon visioning. We try to address this challenge by aligning short-term design opportunities with sustainable development plans for long time horizons. We merge design thinking and futures thinking to create “deXign” thinking. In this paper, we discuss a flipped classroom pedagogy that integrates design studio with an online component. The class we describe is called Dexign Futures. Dexign Futures is a required design studies class for all third year undergraduate students in the products, communications, and environments tracks in the School of Design at a North American tier-one research university. Because traditional design pedagogy poorly equips designers to integrate current human-centered design methods with long-range strategic thinking, a challenge we explore through the class is how to teach designing for the long time horizon. The Dexign Futures course is built on an elective three-course sequence: Dexign Futures Seminar (DFS), Introduction to Dexign the Future (iDTF), and Dexign the Future (DTF). The term deXign indicates an experimental type of design that integrates Futures Thinking with Design Thinking. In this paper, we discuss the process of making the Dexign Futures flipped classroom pedagogy happen by: (a) describing the online class modules in detail; (b) providing examples of in-class workshop activities; and (c) reflecting on lessons learned from iterative development of the online modules and in-class activities.

Last updated: 2:00 am

Paper presentation @ EuroPLoP 2016

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June 22, 2016 1:00 AM

Peter Scupelli and Paul Inventado presented their paper, “Media-type Selection Design Patterns for Problem-solving Content and Support in Online Learning Systems” at the 21st European Conference on Pattern Languages of Programs (EuroPLoP) 2016 in Bavaria, Germany.

EuroPLoP is the premier European conference on patterns and pattern languages. Design patterns are a unique and effective way to capture and share expertise, tacit knowledge and research findings.

Abstract:

Online learning systems have been gaining popularity, but are not without their challenges. For example, enrollment in MOOCs has slowed down, which is attributed to the lack of sustainability. Research has also shown that relying on delivered content alone results in lower learning gains. However, introducing learning activities increases learning gains as much as six times. These results emphasize the importance of designing high quality learning activities for online learning systems. Although there are many design patterns that may be applied in designing learning activities, they usually operate at a higher level. There is a need for design patterns that address problems in implementing these learning activities. This paper presents four design patterns that focus on helping students learn to represent math problems properly in the context of math online learning systems. These patterns can guide online learning system stakeholders (e.g., system developers, content creators, teachers) in creating high quality learning activities in online learning systems.

Last updated: 1:00 am

Paper presentation @ Viking PLoP 2016

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April 11, 2016 8:10 AM

Peter Scupelli and Paul Inventado presented  “Design Patterns for Math Problems and Learning Support in Online Learning Systems” at the Viking Conference on Pattern Languages of Programs (Viking PLoP) 2016 in Leerdam, Netherlands.

Abstract:

Increasingly, many institutions and students benefit from online learning systems each year. For example, in 2016 Massive Open Online Courses (MOOCS) reported as many as 16 million enrolled students and online tutoring systems reported over half a million enrolled students. In the literature, many design patterns capture online learning system designs for class management, discussion facilitation, lecture delivery, and feedback. In this paper, we describe design patterns that describe finer-grained activities within online learning systems such as the design of problem-solving activities and their associated learning support. The three patterns presented in this paper describe designs for constructing math-problem content and corresponding learning support for students who answer these problems – Mastery Learning Templates, Explain Worked Solutions, and Scaffold Problems with Guide Questions. We found these patterns using the data-driven design pattern production (3D2P) methodology on data collected from the ASSISTments online learning system. The design patterns we describe were mined from data on student interactions with an online learning system and linked patterns to existing learning science literature.

Last updated: 8:10 am

Teaching Interaction Design in Physical, Digital, and Hybrid Environments @ Interaction Design Education Summit 2016

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February 29, 2016 5:45 PM

Peter Scupelli and Austin Lee gave a talk on “Teaching Interaction Design in Physical, Digital, and Hybrid Environments” at the Interaction Design Education Summit 2016, interaction16 (IXDA) Conference in Helsinki, Finland.

Summary:

Over the past two decades, new technologies shifted what Interaction Design (IxD) students need to learn for professional practice. In the mid-nineties, IxD education covered interface design and web design to the plethora of topics currently explored today, such as, sensor networks, smart environments, smart cities, Internet of Things, Augmented Reality Interfaces, and so forth.

To keep IxD university programs relevant, educators seek new ways for students to learn to design in emergent areas such as: larger scale environments (e.g., smart environments, Internet of Things, augmented reality interfaces). New technologies and design opportunities often require new design and prototyping methods.

Last updated: 5:45 pm

Paper presentation @ PLoP 2015 writer’s workshop

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October 27, 2015 3:36 PM

Paul Inventado and Peter Scupelli presented “A Data-driven Methodology for Producing Online Learning System Design Patterns” at the 22nd Conference on Pattern Languages of Programs (PLoP) 2015 in Pittsburgh, Pennsylvania.

Abstract:

Online learning systems are complex systems that are frequently updated with new content, upgraded to support new features and extended to support new technologies. Maintaining the quality of the system as it changes is a challenge that needs to be addressed. Design patterns offer a solution to this challenge by providing guides to stakeholders responsible for making design changes (e.g., system developers, HCI designers, teachers, students) that will help them ensure system quality despite changes. Although design patterns for online learning systems exist, they often focus on one aspect of the system (e.g., pedagogy, learning). The data-driven design pattern production (3D2P) methodology utilizes data for producing design patterns in collaboration with stakeholders, addresses stakeholders’ concerns, and ensures the system’s quality as a whole. The paper presents five patterns produced by applying the methodology on the ASSISTments online learning system namely: all content in one place, just enough practice, personalized problems, worked examples, and consistent language. We made two changes to the pattern format: added in-text references in the forces section, and added an evidence section. The references allow the reader to learn more about the force in question. The evidence section highlights key findings uncovered from the 3D2P methodology. Four sources of evidence were considered in the pattern format: (a) literature – existing research on the problem or solution, (b) discussion – expert opinions about the problem or solution, (c) data – measures of the problem’s recurrence, and the solution’s effectiveness based on collected data; and (d) evaluation – assessment of the pattern’s performance when it was applied on an existing system. The changes to the format highlight linkages between pattern elements, theory, and empirical evidence. We believe that links further justify the design pattern, and make it easier for multiple stakeholders to understand them.

Last updated: 3:36 pm

Virtual presentation @ Learning Analytics Workshop

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July 31, 2015 6:04 PM

Paul Inventado virtually presented “Promoting Online Learning System Design Quality: Utilizing Design Patterns Produced by Data-driven Approaches” at the Learning Analytics workshop in Prague, Czech Republic.

Abstract:

Many students benefit from online learning systems each year. However, it is not easy to ensure the design quality of these systems due to their complexity. In this paper, the data-driven design pattern production (3D2) methodology is presented as a solution. Specifically, it uses learning analytics and educational data mining to help uncover relationships between student learning outcomes and system designs. Designs that lead to better learning can be formalized into design patterns, which stakeholders can use to guide them in upgrading the online learning system’s components, and adding new content. The approach is further extended into an open, collaborative framework, which allows stakeholders to collaborate in the production of design patterns. A collaborative effort can speed up the pattern production process, improve the quality of the design patterns produced, share benefits among all members, and ultimately, elevate the standards of online learning system development.

Last updated: 6:04 pm

Paper presentation @ EuroPLoP 2015 writer’s workshop

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July 11, 2015 3:54 PM

Peter Scupelli and Paul Inventado presented “Data-Driven Design Pattern Production: A Case Study on the ASSISTments Online Learning System” in a writing workshop 20th European Conference on Pattern Languages of Programs (EuroPLoP) 2015 in Bavaria, Germany.

Abstract:

Online learning systems popularity increased rapidly in recent decades in multiple domains such as cognitive tutors, online courses, and massive open online courses (MOOCS). The design quality of online learning systems is difficult to maintain. Multiple stakeholders are involved (e.g., software developers, interaction designers, learning scientists, teachers), the system is complex, there are rapid changes in software, platforms (e.g., mobile, tablet, desktop) and learning subject content, and so forth. Many existing online learning systems collect a significant amount of data that describe learning outcomes and student behaviors, which are indirect measures of system quality. Data analysis on online learning systems data can uncover linkages between particular design choices made and student learning outcomes. In this paper, we describe the Data-Driven Design Patterns Production (3D2P) methodology to prospect, mine, write and evaluate design patterns for online learning systems. Pattern prospecting helps designers decide what type of possible meaningful outcomes and features to scan for in the data and helps to focus on specific data subsets to limit the search space for pattern mining. Design patterns identified with 3D2P methodology can guide the addition of new content and the modification of system designs to maintain the online learning system’s quality. We present a case study of the ASSISTments math online learning system to illustrate the 3D2P methodology and discuss its benefits and limitations.

Last updated: 3:54 pm