Formative Design in Learning Design Thinking, Growth Mindset and Community

Learning design is an ill-structured process that must account for multiple stakeholders, contextual constraints, and other instructional needs. Whereas many theories outline learning theories, less is known about the formative design process and how it impacts the design and development of learning technologies. This is critical because a formative view considers the issues that educators encounter and how to overcome them during the learning design process.

This edited volume provides a multi-faceted look at theories, studies, and design cases that employ formative design in learning across multiple domains. Topics include processes oriented around design thinking, design-based research, and others. Additional chapters provide contextual considerations, such as describing how formative design was used to design learning solutions for STEM learning and food banks, as well as overcoming challenges in emergency remote teaching. In doing so, the book provides an interdisciplinary view that explores how scholars and practitioners engage in formative practices that support a wide array of learners and contexts. 

1. What is Formative Learning Design? Collaborative Meaning-Making from the 2022 AECT Summer Research Symposium.- 2. Formative Design in the Holistic 4D Model.- 3. Intern Observations and Reflections From the 2022 AECT Summer Research Symposium.- 4. Closing the Professional Learning Loop: Designing for Performance Improvement.- 5. Designing the Museum of Instructional Design, a 3D Learning Environment: A Learning Experience Design Case.- 6. Enhancing Problem Based Learning Through Design Thinking and Storytelling.- 7. Formative Design of Authentic Scenarios for a Virtual Reality-Based Parent-Teacher Conference Training Simulation.- 8. Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design and Delivery Practices.- 9. Formative Learning Design Within Project Evaluation: Case of a Food Bank Disaster Planning and Recovery Tool.- 10. How a Novice Instructional Designer Embraced a Design Thinking Mindset Through a Learning Design Course.- 11. How Has Virtual Reality Technology Been Used to Deliver Interventions That Support Mental Well-being? A Systematic Literature Review.- 12. Layering Views of Experience to Inform Design.- 13. Making a Framework for Formative Inquiry Within Integrated STEM Learning Environments.- 14. Measuring Informal Learning: Formative Feedback Towards the Validity of the Informal SOM-SCI.- 15. Multipurpose Practicum: Feeding a Hunger for Justice via a Mainstream Academic Requirement.- 16. Practicing 360-Degree Innovation: Experiencing Design Thinking, Exhibiting Growth Mindset, and Engaging Community in a French Business School Graduate-Level Intensive Course.- 17. Preparing Elementary Teachers to Design Learning Environments that Foster STEM Sensemaking and Identity.- 18. Profound Learning for Formative Learning Design and Technology.- 19. Tapping into How We Teach What We Teach: A Journey in Explicit andImplicit Reflection.- 20. The Formative Design of the SRL-OnRAMP: A Reflective Self-Regulated Learning Intervention.- 21. The Many Hats - Accidental Roles on an Interdisciplinary Research and Implementation Project: A Collaborative Autoethnography.- 22. Using Personas to Leverage Students' Understanding of Human Performance Technology to Support Their Instructional Design Practice.- 23. Using Photo-Journals to Formatively Evaluate Elementary Student Robotic Construction.- 24. What is is not what has to be: The Five Spaces Framework as a Lens for (Re)design in Education.- 25. Brad Hokanson and The Summer Research Symposium: The Quiet Force Behind a Signature Event.

Brad Hokanson is a professor in the College of Design at the University of Minnesota. He has a diverse academic record, including degrees in art, architecture, urban design, and received his Ph.D. in Instructional Technology. He teaches in the area of creative problem solving and has published research in the fields of creativity and educational technology.

Matthew Schmidt Ph.D. is an Associate Professor at the University of Florida in the Educational Technology program, faculty in the Institute for Advanced Learning Technologies, and director of the Advanced Learning Technologies Studio. His primary research interest includes design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers. His secondary research interests include immersive learning and learning experience design.

Marisa Exter Ph.D. is an Associate Professor of Learning Design and Technology at Purdue University. She has 15 years of experience in software design, development, and project management, and BS and MS in Computer Science, along with a PhD in Instructional Systems Technology. Her research interests focus on formal and non-formal educational experiences professionals who use design processes to create technology (such as Instructional Design, Computing, and Engineering/Technology), with an aim to improving undergraduate education, especially through interdisciplinary programs and learning experiences.

Andrew A. Tawfik Ph.D. is an Associate Professor of Instructional Design & Technology at the University of Memphis, where he also serves as the director for the Instructional Design & Technology Studio. His research interests include inquiry-based learning, case-based reasoning, and computer-supported collaborative learning. Additional interests include learning experience design andhuman-computer interaction.

Yvonne Earnshaw Ph.D. is an Assistant Professor of Instructional Design and Technology in the School of Instructional Technology and Innovation, which is situated within the Bagwell College of Education at Kennesaw State University. She also has over 20 years of practitioner experience in technical writing, instructional design, and user experience. Her research interests are in learning experience design, online teaching and learning, and practitioner preparation.