Monica Tracey | Wayne State University (original) (raw)
Papers by Monica Tracey
Instructional Science, 2015
The Design of Learning Experience, 2015
The SAGE Encyclopedia of Educational Technology, 2000
International Journal of Designs For Learning, Nov 3, 2014
It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six... more It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born.
Instructional Science, 2015
Typescript. Thesis (Ph. D.)--Wayne State University, 2001. Includes bibliographical references (l... more Typescript. Thesis (Ph. D.)--Wayne State University, 2001. Includes bibliographical references (leaves 283-292).
Most learning management systems used for delivering online instruction to instructional design s... more Most learning management systems used for delivering online instruction to instructional design students are not available for the students to use in their own professional practice. These restrictive platforms, mostly because of expensive licensing agreements, limit the opportunity for students to learn how to use learning management systems that are available in their own professional practice. This educational design research case illustrates how we designed, developed, and implemented a graduate course using Google Applications to model instructional design and delivery through digital communication tools that students could use in professional practice. This exposed learners to three main concepts and knowledge areas that could further prepare them for professional practice: (1) learn technology that is open and available to them, and their clients and students, (2) learn the content that is being covered in the course, and (3) have firsthand experience for designing instructio...
The Design of Learning Experience, 2015
Proceedings Frontiers in Education 35th Annual Conference, 2005
Faculty from Oakland University's engineering, business and education schools are working togethe... more Faculty from Oakland University's engineering, business and education schools are working together with Oakland's Pawley Institute to teach students about lean manufacturing using an interdisciplinary approach. The goal is to educate future employees about lean from a diverse perspective before they enter the workforce. By providing students with the knowledge and skills to use lean principles and tools to solve real world problems, these future employees will add immediate value to the companies that hire them. These Oakland University faculty members have developed an interdisciplinary course entitled "Lean Principles and Application." This elective course is taken by students enrolled in engineering, business, and human resource development degree programs. A key component of the course is a semester long project that involves analyzing the performance of a local manufacturing company and developing a plan for implementing a lean program. Interdisciplinary teams of students work on the project with company personnel.
SAE Technical Paper Series, 2005
Design in Educational Technology, 2013
Handbook of Research on Educational Communications and Technology, 2013
This study was an effort to construct and validate a systems design model incorporating multiple ... more This study was an effort to construct and validate a systems design model incorporating multiple intelligences into instructional design and, thereby, promote building learner knowledge. The study resulted in the development and testing of a model that was applicable with novice and expert instructional designers to be used with an ISD model when designing instruction. The model was developed based on a literature review of six existing ISD models, six models incorporating multiple intelligences and one model used as an overlay with ISD models. The model was then validated by subject matter experts in the field of Instructional Design in a series of reviews and revisions during a Delphi Study. Two groups of two Instructional Designers designed two courses, both following a chosen ISD Model, with Group One utilizing the MI Design Model. The courses were then delivered to a sample population with the focus on posttest and opinion results from those attending the course designed by Gro...
Performance Improvement Quarterly, 2008
Educational Technology Research and Development, 2012
As designers utilize design thinking while moving through a design space between problem and solu... more As designers utilize design thinking while moving
through a design space between problem and solution,
they must rely on design intelligence, precedents,
and intuition in order to arrive at meaningful and
inventive outcomes. Thus, instructional designers must
constantly re-conceptualize their own identities and
what it means to be a designer. Within instructional
design, professional identity development is intimately
linked to the concept of design precedents.
Reflective practice appears to be a natural avenue for
supporting identity development in student designers,
as it challenges them to think deeply about concepts
and experiences through interpretation, evaluation, and
revision. The authors conducted a preliminary study
examining how graduate students in instructional
design use reflection to build their identity as instructional
designers within a design thinking framework.
While this study was preliminary in nature, it
represents an important first step in exploring how
instructional design students can use reflective practice
to develop the foundations of their professional identity,
particularly within the design thinking framework.
As the design thinking approach becomes more established in the instructional design (ID) discour... more As the design thinking approach becomes more established in the instructional
design (ID) discourse, the field will have to reconsider the professional identity of
instructional designers. Rather than passively following models or processes, a professional
identity rooted in design thinking calls for instructional designers to be dynamic
agents of change who use reflective thinking to navigate the design space and develop
solutions to ill-structured problems. Graduate programs in ID will also need to prepare
students to manage the complexities they will encounter in their professional practice,
including the establishment of design precedents, reflective thinking skills, and the foundations
of professional identity. This research explored the use of reflective writing
assignments in an introductory ID graduate course, with results indicating that most students
are able to engage in meaningful reflection in relation to prompts concerning design
concepts, experiences, and identity attributes, although no clear patterns of improvement
emerged over time. Future directions for research include the use of feedback and the
structure of prompts (including frequency of writing assignments and wording of prompts)
to support improved student performance.
Instructional Science, 2015
The Design of Learning Experience, 2015
The SAGE Encyclopedia of Educational Technology, 2000
International Journal of Designs For Learning, Nov 3, 2014
It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six... more It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born.
Instructional Science, 2015
Typescript. Thesis (Ph. D.)--Wayne State University, 2001. Includes bibliographical references (l... more Typescript. Thesis (Ph. D.)--Wayne State University, 2001. Includes bibliographical references (leaves 283-292).
Most learning management systems used for delivering online instruction to instructional design s... more Most learning management systems used for delivering online instruction to instructional design students are not available for the students to use in their own professional practice. These restrictive platforms, mostly because of expensive licensing agreements, limit the opportunity for students to learn how to use learning management systems that are available in their own professional practice. This educational design research case illustrates how we designed, developed, and implemented a graduate course using Google Applications to model instructional design and delivery through digital communication tools that students could use in professional practice. This exposed learners to three main concepts and knowledge areas that could further prepare them for professional practice: (1) learn technology that is open and available to them, and their clients and students, (2) learn the content that is being covered in the course, and (3) have firsthand experience for designing instructio...
The Design of Learning Experience, 2015
Proceedings Frontiers in Education 35th Annual Conference, 2005
Faculty from Oakland University's engineering, business and education schools are working togethe... more Faculty from Oakland University's engineering, business and education schools are working together with Oakland's Pawley Institute to teach students about lean manufacturing using an interdisciplinary approach. The goal is to educate future employees about lean from a diverse perspective before they enter the workforce. By providing students with the knowledge and skills to use lean principles and tools to solve real world problems, these future employees will add immediate value to the companies that hire them. These Oakland University faculty members have developed an interdisciplinary course entitled "Lean Principles and Application." This elective course is taken by students enrolled in engineering, business, and human resource development degree programs. A key component of the course is a semester long project that involves analyzing the performance of a local manufacturing company and developing a plan for implementing a lean program. Interdisciplinary teams of students work on the project with company personnel.
SAE Technical Paper Series, 2005
Design in Educational Technology, 2013
Handbook of Research on Educational Communications and Technology, 2013
This study was an effort to construct and validate a systems design model incorporating multiple ... more This study was an effort to construct and validate a systems design model incorporating multiple intelligences into instructional design and, thereby, promote building learner knowledge. The study resulted in the development and testing of a model that was applicable with novice and expert instructional designers to be used with an ISD model when designing instruction. The model was developed based on a literature review of six existing ISD models, six models incorporating multiple intelligences and one model used as an overlay with ISD models. The model was then validated by subject matter experts in the field of Instructional Design in a series of reviews and revisions during a Delphi Study. Two groups of two Instructional Designers designed two courses, both following a chosen ISD Model, with Group One utilizing the MI Design Model. The courses were then delivered to a sample population with the focus on posttest and opinion results from those attending the course designed by Gro...
Performance Improvement Quarterly, 2008
Educational Technology Research and Development, 2012
As designers utilize design thinking while moving through a design space between problem and solu... more As designers utilize design thinking while moving
through a design space between problem and solution,
they must rely on design intelligence, precedents,
and intuition in order to arrive at meaningful and
inventive outcomes. Thus, instructional designers must
constantly re-conceptualize their own identities and
what it means to be a designer. Within instructional
design, professional identity development is intimately
linked to the concept of design precedents.
Reflective practice appears to be a natural avenue for
supporting identity development in student designers,
as it challenges them to think deeply about concepts
and experiences through interpretation, evaluation, and
revision. The authors conducted a preliminary study
examining how graduate students in instructional
design use reflection to build their identity as instructional
designers within a design thinking framework.
While this study was preliminary in nature, it
represents an important first step in exploring how
instructional design students can use reflective practice
to develop the foundations of their professional identity,
particularly within the design thinking framework.
As the design thinking approach becomes more established in the instructional design (ID) discour... more As the design thinking approach becomes more established in the instructional
design (ID) discourse, the field will have to reconsider the professional identity of
instructional designers. Rather than passively following models or processes, a professional
identity rooted in design thinking calls for instructional designers to be dynamic
agents of change who use reflective thinking to navigate the design space and develop
solutions to ill-structured problems. Graduate programs in ID will also need to prepare
students to manage the complexities they will encounter in their professional practice,
including the establishment of design precedents, reflective thinking skills, and the foundations
of professional identity. This research explored the use of reflective writing
assignments in an introductory ID graduate course, with results indicating that most students
are able to engage in meaningful reflection in relation to prompts concerning design
concepts, experiences, and identity attributes, although no clear patterns of improvement
emerged over time. Future directions for research include the use of feedback and the
structure of prompts (including frequency of writing assignments and wording of prompts)
to support improved student performance.