Documentation and Universal Instructional Design: A Partnership Supporting Diverse Learners in Higher Education

Samuels-Peretz, Debbie; Powers, Jenne

doi:10.1080/1547688x.2014.868222

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…Visualizations can help people of all levels, from students to instructors, to express what they think and feel (Bailey and Van Harken, 2014;McDermott, 2008). For students, visual art can allow them to express thoughts and feelings about course content that they struggle to put into words (Samuels-Peretz & Powers, 2014).…”

Section: Introductionmentioning

confidence: 99%

Artistic Classroom Activities: What Skills Can Students Learn?

Davidson¹

2019

Journal for Learning through the Arts

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Research suggests that incorporating diverse active learning approaches, including creative and entertaining activities, into a class helps sustain students' attention and improve their ability to engage with the complex problems of the modern world. This study investigates how two different artistic classroom activities, one based in performing art and one based in visual art, compare to conventional classroom activities with the same broad educational goals. This study finds that artistic classroom activities and conventional activities generally encourage similar understanding of course content, attention, and interest in students. A performing art activity (in the form of a roleplay) encourages more improvement in communication skills than a similar conventional activity. Some students view a disconnect between learning content and learning communication skills, however, so instructors must ensure that students recognize the value of artistic teaching techniques. Suggestions for helping students adapt to new artistic activities are presented.

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Section: Introductionmentioning

confidence: 99%

Artistic Classroom Activities: What Skills Can Students Learn?

Davidson¹

2019

Journal for Learning through the Arts

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“…There is also a growing diversity among the student population (Malcolm & Roll, 2017;Radclyffe-Thomas, 2015;Samuels-Peretz & Powers, 2014). This diversity calls for assessment to be more flexible and tailored to the student's specific needs.…”

Section: Large Differences In Millennial Learners and The Need For Universal Instructional Design In Assessment Designmentioning

confidence: 99%

“…This diversity calls for assessment to be more flexible and tailored to the student's specific needs. The need for personalization within assessment and "blended instructional modalities" (Bocconi & Trentin, 2014, p. 516) can be supported by Universal Instructional Design (UID) pedagogies, which strive to make education accessible for all students (Samuels-Peretz & Powers, 2014).…”

Section: Large Differences In Millennial Learners and The Need For Universal Instructional Design In Assessment Designmentioning

confidence: 99%

“…Teresa Amabile's framework for assessing creativity-the Consensual Assessment Technique (CAT) proposed in 1982 (Baer & McKool, 2009)-underpinned the templates for rubric criterion. Ideas drawn from Universal Instructional Design (UID) pedagogies that aim to promote accessibility within teaching and feedback documents to better serve today's diverse learners (Samuels-Peretz & Powers, 2014) are integral to the study. Socio-constructivist feedback pedagogies, defined as those that are less directive but rather facilitate students in their ability to make revisions to their projects themselves (Archer, 2010;Evans, 2013), also influenced the overall design and functionality of the prototype.…”

Section: Theoretical Approachmentioning

confidence: 99%

“…2. Improve on the accessibility of the feedback considering the frameworks put forth in UID Pedagogies (Samuels-Peretz & Powers, 2014) and considering the varying needs of the increasingly diverse student body.…”

Section: Features Inclusion Features Directivementioning

confidence: 99%

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Forwarding fashion: developing an app to contemporize fashion design assessment and feedback in higher education

Dupuis¹

2021

Preprint

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There is a need to evolve the current collective praxis for providing assessment and feedback on creative projects within fashion and related domains in higher education (HE) programs. Rapid advancements and disruption taking place within fashion and related creative industries signal a need for graduates who can think more divergently, while the increased diversity among current and future cohorts in HE who have different learning requirements, along with faculty facing increased time constraints and limitations in their work processes, call for new methods for providing assessment and feedback efficiently and effectively. This study proposes a practical prototype of a mobile technological solution that could help to contemporize current praxis, and may contribute to the emerging field of research: Mobile-Based Assessment (MBA).

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Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy

Prabhu

Bolar

Mallya

et al. 2022

Journal of Hospitality, Leisure, Sport & Tourism Education

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Our study adopts the Theory of Transactional Distance (TTD) as the theoretical framework to investigate the impact of the four interaction levels: content, instructors, peers, and technology on perceived learning among hospitality students with self-efficacy as the moderating factor. The data sample for the study includes responses from 461 hospitality students from various institutes in India. Our findings reveal that all the four-point of interactions, content, instructors, peers, and technology, have a significant positive impact on perceived learning. Further, learners' interaction with the content was emerged as the most significant predictor of perceived learning. The data was put to moderation analysis, with results suggesting that self-efficacy has a conditional effect only on the interaction between content and perceived learning.

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Documentation and Universal Instructional Design: A Partnership Supporting Diverse Learners in Higher Education

Cited by 3 publications

References 3 publications

Artistic Classroom Activities: What Skills Can Students Learn?

Artistic Classroom Activities: What Skills Can Students Learn?

Forwarding fashion: developing an app to contemporize fashion design assessment and feedback in higher education

Determinants of hospitality students' perceived learning during COVID 19 pandemic: Role of interactions and self-efficacy

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