April 23, 2021
April 23, 2021
April 25, 2021
The research project, “Using Asset-based Participatory Design Thinking to Develop Culturally-Relevant STEM Video Modules to Promote Intrinsic Motivation,” is funded by the XXXX STEM-NET Program. This collaborative research conducted by engineering faculty and education researchers aims at exploring how to use an innovative instructional design method called participatory design thinking (PDT) to develop video/online learning modules that better address the needs of the target learners, in particular students from underserved communities. Participatory design thinking involves supportive, cooperative effort from all stakeholders including the students in the design process as a means to understand prevalent underlying issues in achieving learning outcomes. Two prototype video learning modules will be developed; (1) supplemental video learning modules used in a Mechanical Engineering core course. (2) exploratory video learning module used in the Makerspace, an informal learning environment. Through the project efforts, we expect to identify effective video design strategies that will foster a learner-centered experience recognizing both individual strengths and the cultural assets of the communities that our students belong to.
This paper presents the progress of the research project during the past year. The participatory design thinking design process is an iterative process with five stages, namely emphasize, define, ideate, prototype, and test. So far stages one through three have been completed. During “Empathize” stage, we performed a thorough assessment of the needs and characteristics of the learners through interviews and student surveys. The paper will share the quantitative and qualitative data from our analysis of surveys and interviews, and report a design checklist contrived from the needs assessment. The findings at “Empathize” stage were translated into the design goals at the “Define” stage. During the “Ideate” stage, the faculty and the student co-designers explored various ideas to build key pedagogical elements including the content, method, delivery sequence in a video module under the guidance of education researchers. As a result, a storyboard template and a mock video module prototype have been developed. The design checklist and storyboard template follows the Keller’s Model of Motivational Design  to attract learner’s attention, establish relevance, and instill a sense of confidence and satisfaction in learners. Besides presenting this innovative design process and preliminary product, the paper will also discuss how the recommendations from the design checklist affect student engagement and motivation. The findings shared in this paper will bring valuable insights on how to design engaging and motivating video learning modules that benefit engineering educators in broader community.
Reference  Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation - eLearning Industry, https://elearningindustry.com/arcs-model-of-motivation
Hayes, O. E., & Dong, J., & Chen, P., & Kuo, J. (2021, April), Paper: Using Asset-based Participatory Design Thinking to Develop Culturally-Relevant STEM Video Modules to Promote Intrinsic Motivation Paper presented at 2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption", Virtual. https://peer.asee.org/38245
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