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Design, Development, and Implementation of Instructional Module Development System (IMODS)

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

11

Page Numbers

26.471.1 - 26.471.11

DOI

10.18260/p.23809

Permanent URL

https://peer.asee.org/23809

Download Count

548

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Paper Authors

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Srividya Kona Bansal Arizona State University

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Srividya Bansal joined Arizona State University in Fall 2010 as Assistant Professor. Prior to joining ASU she was a Visiting Assistant Professor at Georgetown University in Washington, D.C. She also worked in the industry for 5 years as a Software Engineer at SAP Labs India and Tyler Technologies in Plano, TX. Her primary research focuses on semantics-based approaches for Big Data Integration, Web service description, discovery & composition, and tools for outcome-based instruction design in STEM education. She is also interested in Software Engineering Education research that focuses on experimenting various delivery models in project-centric courses. She designed and developed a Web service description language called USDL (Universal Service-Semantics Description Language). She is the principal investigator of the Instructional Module Development System (IMODS) that is currently under development and funded by National Science Foundation.

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Odesma Onika Dalrymple University of San Diego

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Dr. Odesma Dalrymple is an Assistant Professor in the Shiley Marcos School of Engineering at University of San Diego. She conducts research on tools and techniques that can be readily applied in real engineering learning environments to improve student learning and teaching. In this respect her two prominent research contributions are with: 1) artefact-inspired discovery–based pedagogy, i.e., learning activities where students’ exploration of STEM knowledge is self-directed and motivated by interactions or manipulations of artefacts; and 2) the development of faculty expertise in outcomes-based course design through the use of the Instructional Module Development (IMOD) system, a self-guided web-based training tool.

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Ashraf Gaffar Arizona State University

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Ashraf Gaffar received his PhD in computer science with a focus on Human Computer Interaction (HCI), and works at ASU as Assistant Professor. He comes with rich industrial experience in software design. Prior to ASU, he worked at SAP as a Senior Design Expert for several years, where he helped design and develop complex software products using User Center Design- (UCD) and other design methodologies. He was instrumental in developing new SAP Design Guidelines as well as multiple software design methods and tools. He received SAP innovation awards for some of his work. Prior to SAP, he worked at other multinational companies including IBM and Johnson & Johnson.

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Abstract

Title: Design, Development, and Implementation of Instructional Module Development System (IMODS) Division: NSF Grantees Poster Session AbstractThere is a growing demand and interest in faculty professional development in areas such asoutcome-based education (OBE), curriculum design, and pedagogical and assessment strategies.In response to this demand, a number of universities have established teaching and learningcenters to provide institution-wide, and sometimes program specific support. A team ofresearchers is engaged in a User-Centered Design (UCD) approach to develop the InstructionalModule Development System (IMODS), a software program that facilitates course design.IMODS will be an open-source web-based tool that will guide individual or collaborating STEMeducators, step-by-step, through an outcome-based education process as they define learningobjectives, select content to be covered, develop an instruction and assessment plan, and definethe learning environment and context for their course(s). It will contain a repository of currentbest pedagogical and assessment practices, and based on selections the user makes when definingthe learning objectives of the course, IMODS will determine and present options for assessmentand instruction that align with the type/level of student learning desired. To this end, the projectaddresses the following two research goals: 1. Develop the instructional module development system (IMODS) using user-centered design methodology 2. Assess the effectiveness, efficiency, and usability of IMODS in creating outcome-based course designThis paper describes our efforts in the High-level (Conceptual) Design phase of the UCDmethodology. This phase follows the collection of data from potential users on what theycurrently do and will need in the future. The main goal of high-level design is to create an earlyblueprint of the system. We have identified 2 tools that will be most suitable for this phase of theproject: Navigation Model and Prototyping. The navigation model will illustrate how all userinterface screens should be connected. Ideally this should reflect the user’s mental model tofacilitate intuitive navigation between screens to accomplish the task of instructional design. Ahigh-fidelity prototype is currently under development that will provide details of all key screensand a number of auxiliary screens with appropriate navigation between them. The expectedoutcome of the high-level design phase is a validated prototype of IMODS. This poster describesthe design, development, and usability testing of the prototype to elicit feedback from potentialusers on the effectiveness, efficiency, and usability of IMODS for outcome-based course design.  

Bansal, S. K., & Dalrymple, O. O., & Gaffar, A. (2015, June), Design, Development, and Implementation of Instructional Module Development System (IMODS) Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23809

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