Course Site

After diving into the student centered design and “describing the goals” world in Week 1 & 2, the next step was for participants to visualize their goals. In week 3, Analysis & Setting Goals, participants were taught what a graphic organizer is, why they need it, and what kind of tools they can use to create a graphic organizer. At the end of the lesson, as a weekly assignment, they were asked to visualize their goals, objectives, and outcomes of their course (or project) by using a graphic organizer tool. This allowed them to see their course plans from a different perspective: an overall view.

In week 4, under the Designing Principles for Multimedia Learning lesson, Multimedia Learning Theory and Principles were introduced to the participants. Under the “A Case Study in Multimedia Design” section, they were asked to create a case study or give an example from a former class by using Multimedia Learning Principles and how they could apply the Principles. These modules reinforced what they have learned in the previous section.

Design Sessions

As the design team, we facilitate the projects through NYU Classes and weekly 1:1 meetings.

In Week 3 during the 1:1 meetings we looked over the participants’ courses and created a “week-by-week” chart according to the information that the participants provided. This visualization made the process clearer for the participants and the design team, and they had a chance to analyze their course from a different perspective. These sessions also helped us - the design team and the participants- identify gaps and problems in their course plans.  After clarifying what should be done, we started to find solutions together. This was an important movement to carry the projects one step further and prepare them for the next phases of design and development.

Figure 1 - Jules Joseph & Alyssa Alfano

After discussing what are the details of student teaching for each field, we have created an untidy chart in Figure 1. The chart gives information about which field requires what, such as, how many days/hours in a week the student teachers should complete the observation/teaching activities.

In the next meeting, week 4, we talked about how they do the Student Placements, what are the requirements for a student to start the Student Teaching, and how is the process for the entire year. We got other authority’s help from the same department when we encounter lack of information and we have created a well-detailed chart. An example from the chart is Figure 2, from May 2017:

Figure 2- Jules Joseph & Alyssa Alfano

In another project which is Student Teaching video annotations, we had the same discussion and brainstorming sessions. Then with the help of our participants and other faculty, we could have a week-by-week chart (Figure 3) that shows the communication between the Student Teacher, Supervisor, and Cooperating Teacher and the details of the student teaching process.

Figure 3- Francesco Pignatosi & Nada Ahmed

Figure 4- Kevin C. Weaver

The forms that are used by the residents and mentors during the semester were sorted out by the design team according to the given information by the participant. Figure 4 demonstrates the flow of the use of these forms. In this 1:1 meeting, it was discussed how to make the platform more accessible for the residents, mentors, and instructors.

Figure 5- Carolyn H. Strom

We discussed and visualized with our participant what happens during the semester, considering Bloom’s Taxonomy. Carolyn already had a graphic organizer (Figure 6)  and she presented it to the design team.

Figure 6- Carolyn H. Strom

This graphic organizer shows the activities that Carolyn does in her class, which are related to the advanced cognitive domain stages of Bloom’s Taxonomy: analyze, evaluate, and create.

Figure 7- Susan D. Murray

A chronology template was made for the students to review and organize the important historical events and periods in Susan’s project.  

In week 4 1:1 meetings it was discussed, according to the Multimedia Learning Theory, what kind of tech tools and platforms are preferred and what to apply in class to make more sense for both students and the instructors.

We also worked on Learning Management Systems that the faculty would like to use for their classes in consideration of Multimedia Learning Theory. After a discussions and brainstorming sessions in each 1:1 meeting, the participants were presented a few popular sites and their qualifications. They have specified the sites that they prefer for their courses by checking those site’s advantages and disadvantages. Most of our participants prefer to use NYU Classes and, as an additional tool, Google Docs. However, one of our participants would like to develop a Google Site for her class.


The most interesting parts for me during these two weeks:

  • The moments of visualizing all the process by the help of the faculty, administrators, and the design team by using some graphic organizer tools and getting closer to some concrete solutions were educative. To watch the faculty, administrators, and the design team collaborating taught me how to ask for help and resources.

  • Representing the whole process in visuals was an eye-opening experience.

  • It was great to have a chance to observe what kind of difficulties and learning experiences the faculty had, and how they solved the problems such as reaching out for the required resources, help, and information; categorizing and visualizing the details of planning the course process according to the provided information.

  • As a designer, it was very inspirational to observe the faculty’s approach to technology and technology enhanced classes.

Big Ed Tech Takeaways

Avoiding the technology in this age is inevitable. A result of it is applying tech tools in classes. However, technology integrated classes will not be adequate solutions and make an impact in the classroom unless the learners are considered and the classes are designed to be learner-centered. As long as we, the designers, keep in mind that there are individual differences between learning styles and design the classes in light of this knowledge, we will create productive learning environments (Reference Reading: 4 Ways to Support Technology and Learning Styles & Digital Communication).

Also, feeling comfortable while interacting with the tech tools will provide more efficient learning experiences for learners and encourage them to apply other tech tools to enhance their learning experiences. A benefit of integrating technology in a class for instructors is to having the ability to track student process in a well-designed platform. Another benefit is learning at one’s pace which makes the learning environment more personalized for the students.

The entire Fund Project is conducted by considering all this information and, in light of the theoretical knowledge, I believe we will design more technology based courses by the end of the Fund Project.

Personal Growth

1. Be open to new suggestions and approaches!

We should always keep in mind that each individual is a different perspective and asking for help gives us the opportunity of seeing the world from their point of view.

2. Listen to others deeply!

Problems arise when we do not listen to each other and do not consider others’ needs. It is not just designing a class, it is a milestone of the design process to listen deeply and defining the problems/needs/solutions efficiently.

3. Collaborate with others!

Everyone has different life experiences and professions. Getting help and working together makes the design process easier. Everyone puts in their own knowledge, expertise, and effort. When someone misses a point or needs help, the help is always there.

-Rabia Yalcinkaya, NYU Steinhardt Digital Media Design for Learning