Browsing by Author "Norman, D'Arcy"
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- ItemOpen AccessA Case Study Using the Community of Inquiry Framework to Analyze Online Discussions in WordPress and Blackboard in a Graduate Course(2013-01-09) Norman, D'Arcy; Jacobsen, MicheleOnline discussions in a graduate level education course were compared using the Community of Inquiry framework and a Classroom Community survey within a mixed methods case study with concurrent triangulation of data sources. Discussion posts were published in two separate software applications: WordPress and Blackboard. Data collected included online discussion metadata, Community of Inquiry coding of online discussion content, survey responses from students, and an interview with the instructor to identify pedagogical decisions made in the design of the course. Content analysis of the discussion archives described differences in posts published to the two platforms, as well as differences in simultaneous indications of Community of Inquiry presences over time. Five new online discussion timeline visualization methods are presented. Key findings include an emphasis on pedagogical design over software selection in facilitating rich online discussions in the context of a graduate level course, although selection of software may provide signals to participants regarding the instructor’s expectations. Recommendations for reproducing similar research, identification of areas for future research, and recommendations for practice are provided.
- ItemOpen AccessExploring Digital Media and Robotic Performance for Use in Educational Development: How Might Different Forms of Media Foster Reflection by A Novice Teacher?(2017-04-30) Norman, D'ArcyTechnical design and implementation of a graduate course project involving digital media (video, audio, text) and robotic performance is described, as well as a preliminary discussion of the findings and potential next steps.
- ItemOpen AccessHRI Theme Study: Robotic performance of emotion in theatre(2017-02-26) Norman, D'ArcyA theme study developed in April 2017 as part of CPSC 701.21 - Human-Robot Interaction. This document explores the connections between theatre and performance, and the ways in which these robot performances can convey emotions.
- ItemOpen AccessRethinking a Course: the Student as Teacher in Digital Storytelling(2012-05-09) Norman, D'Arcy
- ItemOpen AccessThe Teaching Game: Integrating HCI and SoTL By Adapting Video Game Research Methods(2023-02-23) Norman, D'Arcy; Finn, Patrick; Sharlin, Ehud; Aycock, John; Ullyot, Michael; Clyde, Jerremie; Couros, AlecThis dissertation proposes and systematically explores the potential for integrating the distinct but overlapping disciplines of Human-Computer Interaction (HCI) and Scholarship of Teaching and Learning (SoTL). This work of integration is approached through a series of research projects from different perspectives, demonstrating the potential for adapting concepts from the design and formal analysis of video games to enrich the study of course designs and of understanding the varied experiences of instructors and students. Video games provide a useful point of integration between HCI and SoTL, specifically through concepts and principles employed in the design of video games, and through the adaptation of research methods that have been developed to enable formal analysis of video games. It is our hope that integrating HCI and SoTL helps to address limitations in each discipline -- to move HCI away from technical evaluation within contrived or laboratory contexts, and to move SoTL toward more deeply understanding the roles of technology, design, and performance. The dissertation is organized into three parts. Part 1 introduces the reader to the dissertation, situates it within existing scholarship, and describes the research methods that will be utilized. Part 2 presents the findings of a series of research projects that explore aspects of HCI/SoTL integration. Part 3 synthesizes these findings into a novel framework that has the potential to extend our ability to design and describe teaching and learning, and to add meaningful context to research into the design of and interactions with technology.