Craig D. Howard

Craig D. Howard
University of Tennessee | UTK · Department of Educational Psychology and Counseling

Doctor of Philosophy
Exploring opportunities for future collaboration and projects.

About

35
Publications
8,363
Reads
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178
Citations
Introduction
I am an educational researcher with expertise in instructional technologies and designs for learning. My experience is broad, including program coordination and development, managing multiple design projects and research teams, and an extensive amount of teaching. My career has spanned from teacher and professor to editor, researcher, and designer. I bring a global perspective, having lived and worked in Europe, the US, and East Asia.
Additional affiliations
August 2013 - June 2015
Texas A&M University - Texarkana
Position
  • Professor (Assistant)
June 2006 - December 2012
Indiana University Bloomington
Position
  • Assistant Editor (IJDL), Research Group Coordinator (Design Research) and Associate Insructor
Description
  • Doc student years.

Publications

Publications (35)
Article
Full-text available
This article analyzes five problem areas educators grapple with when writing designs cases about learning interventions. The article is written from the vantage point of IJDL’s assistant editor who edited, reviewed, and coordinated the reviews of design cases over a period of two years while also writing his own design case (Howard & Myers, 2010: I...
Conference Paper
Full-text available
Teaching design relies on critique as a component of its pedagogy. As mediated communication becomes progressively more pervasive in the learning experience of developing designers, we see a need to explore how critique manifests in these mediated spaces. This study explores how learners of design use Facebook groups to collaboratively bring about...
Article
Full-text available
FULL-TEXT DOWNLOAD AT: http://www.academia.edu/687184/An_Instructional_Paradigm_for_the_Teaching_of_Computer-mediated_Communication This article outlines an instructional paradigm that guides the design of interventions that build skills in computer-mediated communication (CMC). It is applicable to learning at multiple levels of communicative prof...
Article
Full-text available
Collaborative Video Annotation (CVA) is a kludge where learners annotate video together, experiencing both the video and each other’s annotations in a dynamic discussion. Three scenes from small group CVA discussions were selected for analysis from 14 CVA discussions where 8–12 learners interacted via the annotation tool on top of a video. The twen...
Article
Full-text available
[https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/30001/36484] This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were deli...
Chapter
Full-text available
Collaborative video annotation (CVA) combines media affordances to support critical thinking. A discourse analysis of preservice teachers' annotations in the process of a video-mediated observation of expert teaching revealed that critical judgements co-occurred with higher order thinking (HOT); however, criticism correlated less often with HOT tha...
Book
Historical Instructional Design Cases presents a collection of design cases which are historical precedents for the field with utility for practicing designers and implications for contemporary design and delivery. Featuring concrete and detailed views of instructional design materials, programs, and environments, this book’s unique curatorial appr...
Article
Full-text available
We used audio-recorded interactions from a co-design of early designers working together making a language learning app to map discourse practices onto an operationalisation of an early stage of design learning in instructional design. A previously published typography of design discourse operationally defined the discourse practices of an advanced...
Chapter
Full-text available
This paper examines the language of design students during their processes of designing in studio sessions. We refer to the language that surrounds these acts of designing as design discourse and use a thematic content analysis of leaners’ discursive interactions to examine instances of design knowledge in action. Five studio sessions of approximat...
Article
Full-text available
The authors present insights from the creation of an Industry Liaison (IL) role in a graduate program in Instructional Technology. An analysis of learner questions posed to practicing designers showed masters candidates’ concerns fell into four areas: rejections and acceptance in the workplace, career logistics, technological skills, and applicatio...
Article
Full-text available
In this case, we focus on two innovations in the design of competitive discussions for a high stakes learning context. The designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. It was a business communication course, and the large class sizes and group dynamics previously had inhibited co...
Preprint
In this case, we present precedent in the design of competitive discussions in a high stakes learning context; the designer created the intervention to provide learners first-hand discussion experiences despite large class sizes. In the context of his business communication course, large class sizes and group dynamics previously inhibited construct...
Article
Full-text available
This literature review addresses the research surrounding gamification in online learning, focusing on the game mechanics studied in conjunction with the pedagogical aspirations they were employed to support. Findings include frequencies of game mechanics studied, showing a continuum from most studied, badges closely followed by leaderboards, to th...
Article
Full-text available
At the 2016 Association for Educational Communications and Technology Convention in Las Vegas, the IJDL editorial team hosted a Student Design Case SLAM. The focus of the one-day workshop was to engage graduate students in writing a publishable design case. Nine graduate students participated in the Design Case SLAM. Each graduate student brought t...
Article
Full-text available
In this design case, we present an instructional design project that resulted in a French language learning game development system. What we describe here is not the game itself, but rather the pedagogical intervention that created what the design team termed a mobile “application farm,” which in turn produced the game. The term farm was used due t...
Article
Full-text available
This study was an early attempt to understand the kinds of talk students engaged in outside of the formal curriculum in student-run communities that enhanced their design learning. While this paper (Gray & Howard, 2014) has only been available for a relatively short time, it appears that there has been wide interest in the confluence of social medi...
Conference Paper
Full-text available
The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-­focused human-­computer interaction graduate program, calling attention to other modes of st...
Conference Paper
Full-text available
The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer's normative infrast...
Article
Full-text available
Students live and work in worlds where virtual communities, such as those created via social network sites (e.g. Facebook) may interplay with their formal learning, but scholars of design pedagogy know little about how these spaces can support design learning. In this study, we describe how a set of informal communications, encapsulated in five stu...
Chapter
Full-text available
This chapter introduces a venue created for the expressed purpose of capturing precedent contained in instructional designs, a scholarly journal--the International Journal of Designs for Learning (IJDL). I briefly address editorial practices the journal has explored with developing reviewers and then take a closer look at five problem areas authors...
Article
Full-text available
The field of instructional design does not collect and share actual completed instructional designs and designers' reflections on the creation of those designs as an integral, widespread aspect of our practice. This article defines the instructional design case as a means of knowledge building. It lays out the components of instructional design cas...
Article
Review of Language Learning and Teacher Education: A Sociocultural Approach, edited by Margaret Hawkings, Clevedon, UK: Multilingual Matters, 2004.
Article
Full-text available
While Web 2.0 technologies provide motivated, self-access learners with unprecedented opportunities for language learning, Web 2.0 designs are not of universally equal value for learning. This article reports on research carried out at Indiana University Bloomington using an empirical method to select websites for self-access language learning. Two...
Article
Full-text available
While Web 2.0 technologies provide motivated, self-access learners with unprecedented opportunities for language learning, Web 2.0 designs are not of universally equal value for learning. This article reports on research carried out at Indiana University Bloomington using an empirical method to select websites for self-access language learning. Two...
Article
Full-text available
This article describes and explains the shift in the database industry's treatment of downloading. Downloading began as an unwanted by-product of new technology and became a product feature. The authors explain this shift in terms of shifts in “use-regimes,” ...
Article
In this article the authors illustrate the design and development of a pedagogical intervention using video annotations in a pre-service teacher education courrse. An annotation platform was selected and video was shot to create a video backdrop on which asynchronous discussions would take place. The article addresses design considerations in the s...
Article
Full-text available
In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes (n = 35) whereas providers and recipients of peer f...
Article
Full-text available
"This is too much work for an online class." For the last two years I've heard that comment repeatedly from students. I've been teaching since 1995, but about two years ago, I started teaching online. The "too much work" these students refer to is actually the exact same amount of work as in the face-to-face equivalent course. So what's behind what...
Article
Full-text available
Developing learner proficiency in L2 CMC presents unique problems not addressed in traditional course materials. The pedagogical value of learner corpora is well documented; however, corpora of learner CMC are less commonly investigated. Tagging of parts of speech and comparing L2 and native speakers’ samples shed light on the differences between w...

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