Instructional Insights
Empowering Design Education: Student-Centred Learning Outcomes based on Quality Assessment Reference Framework View Digital Media
Paper Presentation in a Themed Session Aija Freimane
This paper discusses the Qualification Assessment Reference Frameworks for the Design discipline in the European Higher Education Area. It also examines the recent learning outcomes of design graduates based on a qualification framework developed by the CALOHEE project and its Subject Area group. The Qualifications Reference Framework defines specific and general competencies, such as cognitive, interpersonal, and practical skills, as well as ethical values, that graduates should acquire as a result of their learning process within the European Quality Frameworks. These frameworks cover knowledge, skills, autonomy, and responsibility, that are relevant to the wider world of work and society. They also identify the necessary competencies for success in the workplace and as a responsible citizen. The survey of undergraduate design graduates was conducted to analyse the student learning experience. The respondents participated voluntarily and anonymously. The results provide insight into the learning outcomes of design graduates at the undergraduate level across eight subject dimensions and their subdimensions: 1. Creative/Artistic Practice: Design practice, design methodology 2. Knowledge, Creative Understandings, Critical and Generative Thinking: Design theories, critical thinking, creativity 3. Autonomy, Judgement, and Critical Reflection: Analytical thinking, reflection and synthesis 4. Collaborative, Participatory, and Cooperative Processes: Co-designing, teamwork, responsibility 5. Sustainable, Societal, and Cultural Awareness: Ethics & integrity, social & cultural capital, inter- and cross-sectoral disciplinary knowledge; financial literacy 6. Communication and Presentation: Visualization, presentation and communication 7. Professional Awareness and Practice: Career preparation, professional pathways, legal frameworks 8. Independent Development: Professional development, mindfulness and well-being.
Exploring the Relationship between Problem-Based Learning and Self-Regulated Learning: A Case Study of Performance Courses View Digital Media
Paper Presentation in a Themed Session Yao Fei Huang, Wen Huei Chou
With technology becoming an indispensable part of daily life, traditional lecture-based methods no longer meet the diverse skill requirements of emerging fields. Innovative teaching methods are thus crucial for enhancing students' abilities. Digital tools support self-directed learning anytime and anywhere, improving efficiency and outcomes. This study centers on the Problem-Based Learning (PBL) model, designing activities based on teacher-proposed issues and integrating digital tools. The aim is to explore whether combining PBL with digital tools enhances learning motivation and self-regulated learning abilities. Additionally, the study investigates the interaction between team and individual goals within the PBL framework, focusing on adjustments and coordination in goal conflicts. A questionnaire survey was employed, with independent sample t-tests used for data analysis. The study assessed students' self-regulated learning abilities, including goal setting and strategy adaptation to changing scenarios. Open-ended questions gathered qualitative feedback on addressing goal conflicts. Findings demonstrate that integrating PBL with digital tools significantly enhances self-regulated learning abilities. Incorporating diverse activities and fostering a collaborative environment improves problem-solving skills, motivation, and interest. Instructors' targeted guidance during goal conflicts is essential for effective goal coordination. This approach equips students with core competencies necessary to adapt to workplace challenges, providing empirical support for innovative instructional design.
Docu Dynamics: Designing an Engaging Educational Module for Documentary Filmmaking
Paper Presentation in a Themed Session Patsy Iwasaki
An engaging, interactive learning module for beginner documentary filmmakers was designed and developed by integrating the arts, multimedia, technology and educational design principles. Due to the COVID-19 pandemic, what started out as an instructional unit meant to be presented in person became an innovative, interdisciplinary journey to create a digital educational resource to guide novice filmmakers. The module introduced the art of documentary film creation with crucial information and insights from industry-leading filmmakers. It delved into the instructional design process, which involved iterative, progressive refinement to shape the educational resource into its dynamic, final online version. This research utilized data from a previous study by the author that captured and synthesized the knowledge and expertise of 12 professional filmmakers and highlighted their key points and suggestions in the development, research, and content gathering required of documentary filmmaking. Following the analysis and interpretation of the in-depth, qualitative interviews, five significant themes emerged and they were organized as valuable recommendations or “tips.” Motivational, instructional, and multimedia learning models served as the frameworks to inform and design the module. Experienced reviewers conducted multiple formative assessments and the instructional module evolved into a content rich, technology-enhanced, participatory website featuring the actual voices of the filmmakers who were interviewed. The importance of designing and constructing significant information from authentic, knowledgeable experts into a dynamic, hands-on digital module to support, scaffold and enhance overall learning, creativity and production, could be applied to different disciplines and fields, including the arts, humanities and other creative endeavors.
