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47 results on '"Moore, Stephanie L."'

11. Designing a Motivation Intervention for Students Learning Algebra Online

Author

Lobczowski, Nikki G., Asher, Michael W., Richey, J. Elizabeth, Huang, Yun, Hecht, Cameron, Bhardwaj, Shailaja, Aleven, Vincent, Koedinger, Kenneth, Harackiewicz, Judith, Moore, Stephanie L., Section editor, Leary, Heather, Section editor, Spector, J. Michael, editor, Lockee, Barbara B., editor, and Childress, Marcus D., editor

Published
2023
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15. Data-Informed Learning Design in a Computer Science Course

Author

Williams, Daron, Cox, Larry, II, Ellis, Margaret, Edmison, Bob, Hassan, Taha, Aaron Bond, M., Warnick, Quinn, Clark, Virginia, Yaffe, Daniel, Domino, Molly, Haqq, Derek, Moore, Stephanie L., Section editor, Leary, Heather, Section editor, Spector, J. Michael, editor, Lockee, Barbara B., editor, and Childress, Marcus D., editor

Published
2023
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25. Online Learning Ecosystems: Comprehensive Planning and Support for Distance Learners

Author

Moore, Stephanie L. and Piety, Philip J.

Abstract

Although designing and developing courses curricula are often the primary foci for online learning, instructional considerations are just one part of an educational ecosystem contributing to the online educational quality and success for online learners. In this paper, we explore systemic planning for online learning organized around the idea of an educational ecosystem. Just as in-person learners benefit from an educational system, online learners similarly benefit from carefully planned educational systems. We draw on systemic theories and frameworks with examples from successful programs, discussing features from each of these that inform the design of online learning ecosystems, arguing that rather than an either-or approach to online and face-to-face learning, institutions adopt a both-and approach that fosters robust learning ecosystems. The paper concludes with institutional resilience and how careful systemic planning that strategically integrates online planning is key to the success of online programs essential for institutions' future resilience.

Published
2022
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26. An Instructional Design Process for Emergency Remote Teaching

Author

Hodges, Charles B., Moore, Stephanie L., Lockee, Barbara B., Aaron Bond, M., Jewett, Anne, Huang, Ronghuai, Series Editor, Kinshuk, Series Editor, Jemni, Mohamed, Series Editor, Chen, Nian-Shing, Series Editor, Spector, J. Michael, Series Editor, Burgos, Daniel, editor, Tlili, Ahmed, editor, and Tabacco, Anita, editor

Published
2021
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28. The Use of Generative AI to Support Inclusivity and Design Deliberation for Online Instruction.

Author

Stefaniak, Jill E. and Moore, Stephanie L.

Subjects
GENERATIVE artificial intelligence, ETHICAL decision making, INTERNET content, ONLINE education, DESIGN services, DELIBERATION
Abstract

Generative AI presents significant opportunities for instructional designers to create content and personalize online learning environments. Alongside its benefits, generative AI also poses ethical considerations and potential risks, such as perpetuating biases or disrupting the learning process. Navigating these complexities requires an approach to design deliberation that involves careful analysis, discussion, and decision-making throughout the design process. This paper proposes a conceptual framework to support instructional designers in leveraging generative AI to promote inclusivity within their design deliberations, emphasizing the importance of addressing ethical considerations and engaging in iterative design practices. [ABSTRACT FROM AUTHOR]

Published
2024
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32. Social Responsibility of a Profession: An Analysis of Faculty Perception of Social Responsibility Factors and Integration into Graduate Programs of Educational Technology

Author

Moore, Stephanie L.

Abstract

Although ethics are commonly regarded as an important characteristic and performance attribute, they are also regarded as a slippery or ill-defined topic leaving practitioners and faculty flat-footed in how to teach and assess ethics. This article reports part of the findings from an investigation on deriving an empirical definition of ethics, namely social responsibility, focused on faculty perceptions of whether a set of ethical outcomes identified as "social responsibility" is relevant to the profession of educational technology and human performance technology and therefore ought to be part of graduate curricula. Findings focus specifically on faculty perceptions of the role of educational technology and human performance technology in society and its impact on society. Although other professions have increasingly identified their responsibilities to society and integrated content into curricula, early findings indicate a lag in the instructional design and human performance technology community. (Contains 4 tables.)

Published
2009
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37. TRIAL JUDGES AND THE FORENSIC SCIENCE PROBLEM.

Author

DAMON-MOORE, STEPHANIE L.

Subjects
*JUDGES, *FORENSIC sciences, *EVIDENCE, *DEFENSE attorneys, *DAUBERT v. Merrell Dow Pharmaceuticals Inc., FRYE v. United States (Supreme Court case)
Abstract

In the last decade, many fields within forensic science have been discredited by scientists, judges, legal commentators, and even the FBI. Many different factors have been cited as the cause of forensic science's unreliability. Commentators have gestured toward forensic science's unique development as an investigative tool, cited the structural incentives created when laboratories are either literally or functionally an arm of the district attorney's office, accused prosecutors of being overzealous, and attributed the problem to criminal defense attorneys' lack of funding, organization, or access to forensic experts. But none of these arguments explain why trial judges, who have an independent obligation to screen expert testimony presented in their courts, would routinely admit evidence devoid of scientific integrity. The project of this Note is to understand why judges, who effectively screen evidence proffered by criminal defendants and civil parties, fail to uphold their gatekeeping obligation when it comes to prosecutors' forensic evidence, and how judges can overcome the obstacles in the path to keeping bad forensic evidence out of court. [ABSTRACT FROM AUTHOR]

Published
2017

46. Learning objects: Solutions in search of problems?

Author

Moore, Stephanie L., Brethower, Dale, and Kaufman, Roger

Subjects
EDITORIALS, LEARNING, PERSONNEL management, MANAGEMENT, NEEDS assessment
Abstract

The article discusses the author's views on the value of learning objects in personnel management. She provides a definition of learning objects, stating that a learning object is any digital resource that can be reused to support learning. She explains that learning objects' true power comes not from their reusability but from how their characteristics interact with requirements from an effective needs assessment.

Published
2008
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47. Mutual Dividends.

Author

Moore, Stephanie L.

Subjects
*FIRST person narrative, *EDUCATION interns
Abstract

A personal narrative is presented which explores the authors experience of being an Association for Educational Communications and Technology (AECT) leadership intern.

Published
2008
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