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Gonzalez is part of a group of volunteers made up of current and former patients of the University of Miami Health System (UHealth) and their families. More and more, health systems are paying attention to how the design of a facility impacts a patient's recovery, seeking input from healthcare architects as well as the people experiencing and providing the care, like doctors and nurses. For the sake of clarity, media outlets are permitted to use photos of Brené Brown from her Media Kit page or license photos from Getty Images, etc. Illustration of different possibilities for the use of case comparisons in argumentation and reasoning processes. “QM Online Program Design Certification recognizes programs designed around measurable learning objectives or competencies.
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As the name suggests, however, this may not be a linear process with a defined end but a cycle that can be repeated based on new case comparisons. In this way, learners not only become familiar with scientific principles through independent experience, but the targeted choice of contrasting cases and experiments also enables a specific promotion of chemical concepts. Lo and Marton (2011) proposed that the key to understanding complex concepts is to focus on the variations in the material. They argued that learners need to experience different examples of a concept in order to fully understand it and develop a flexible understanding that can be applied to new contexts, advocating for a deep understanding of the subject matter instead of surface-level memorization. We designers are being asked to be responsible for what we design; in particular, for the effects the products we design can have on the people and the planet – be it addiction, misinformation, instigation of violence, loss of ecosystem diversity, or pollution. This theme will look into all the tangible ways in which design can truly support the planet, its people, and ecosystems, exploring what responsibilities, materials, and technologies designers can use to create a sustainable and an ethical future.
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It’s an important first step in understanding why commercial interior design advocacy matters. We designers hold a fundamental role in helping people navigate the world and shaping their behaviors. There are so many societal and planetary issues we need to be aware of, so many technologies to adapt to, so many people with different approaches to work with, and stiff decision-makers above us to convince. And while balancing all these different things, we also need to make sure we keep our creative juices flowing to produce valuable work. The way to go is leading change through the craft of design itself – and not through politics or fluffy buzz words.
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This process of comparing can further be supported, following the principles of the Cognitive Theory of Multimedia Learning, by highlighting relevant features of representations through cueing techniques or providing scaffolding by sequentially guiding students through solving a case comparison. This perspective was meant to consolidate the current state of the art around the use of case comparison to provide instructors with a theory-informed basis for changing their practice and exploring comparing. For these processes, appropriate instruction, such as a clever task design, becomes a crucial factor for successful learning.
We advocate to eliminate the misunderstanding and misinformation of our profession, and to promote smart policies that move us forward together. As my time in Max and Debbie Millman’s beautiful room comes to a close, before Millman escorts me past an office where her wife is Zooming into a writers room, I ask what she hopes “Why Design Matters” will accomplish. Alison Bechdel talks about her ‘fitness memoir,’ ‘The Secret to Superhuman Strength,’ the first book in 9 years from the pioneering graphic memoirist. Thanks for infusing my life with such incredibly creative and thought provoking guests.
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Currently, there is an assumption “that germane cognitive load has a redistributive function from extraneous to intrinsic aspects of the task rather than imposing a load in its own right” (Sweller et al., 2019, p. 264). The lower the extraneous cognitive load is kept, the more space is given to the intrinsic cognitive load, which in turn results in an increased germane cognitive load (which is positive). However, this only becomes important with complex learning material, as the intrinsic cognitive load only becomes noticeable here. The simpler a task is, the lower the intrinsic cognitive load and the lower the germane cognitive load (Paas and Sweller, 2014). In relation to case comparisons, this means that the way in which the learning material is designed should be well considered so that there is more space for the germane cognitive load. Complex tasks can be chosen, whereby the complexity must match the prior knowledge and the capacity of the working memory to be able to generate effective learning and links (Sweller, 1994).
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Based on their observations, students are encouraged to explain the phenomenon and refer to their hypothesis (Figure 3, explain). When the shown cycle is used in teaching and learning, learners can transfer their knowledge of inductive effects into a second cycle. Therefore, learners can apply their knowledge of inductive effect on new reactions, which focus on the position of substituents.
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This is in line with the dual channel assumption of the CTML, providing highlighting for the visual features and chemical information for the verbal channel, as well as presenting it at the same time, i.e., the contiguity principle (Mayer and Fiorella, 2014). Some instructors might intuitively use highlighting techniques by pointing toward the representational features on the blackboard and explaining simultaneously or by adding conceptual information, such as pKa or partial charges on the board. Redirecting a learner’s attention to the relevant aspects, thus, can be complex, as decisions have to be made that cannot just be guided by the salience of a functional group, and conceptual information needs to be linked to make a purposeful selection.
Supporting students to learn meaningfully with case comparisons
For the sake of clarity, media outlets with advertising models are permitted to use excerpts from the transcript per the above. Brené Brown Education and Research Group, LLC, owns the copyright in and to all content in and transcripts of the Unlocking Us and Dare to Lead podcasts, with all rights reserved, including right of publicity.
Structure mapping theory tells us, that our cognitive structure is barely made to extract with ease a conceptual similarity just by looking at reactions. An explicit surface similarity will always be more salient for an inexperienced learner. The limited capacity of our working memory additionally affects how much effort we can put into learning and understanding.
Scaling could also be improved, many of the rugs cannot be enlarged to fit the entire room (at least not sideways the way I’ve had to position them because of the perspective slider) & several of the final touches won’t scale down enough to fit on the tables & look natural. Lastly, while I do enjoy the ability to design outside of the challenge & the free materials (they are the highlights of the game), like any interior design game I find the quantity of challenges lacking. CCIDC may provide the stamp to an individual who provides “evidence of passage of an interior design examination approved by that interior design organization” along with a combination of education and diversified interior design experience.
Thereby, learners complete the CPOE cycle a second time by comparing the position of substituents on aromatic compounds, predicting the reaction rate, observing the hypothesis by conducting experiments, and explaining the position dependency of inductive effects. Those cases used in the lab and discussed in lecture might serve as a bridge between these two traditional course formats in organic chemistry. Moreover, by comparing different cases, learners are forced to consider multiple influential factors and have to evaluate the similarities and differences.
Besides using eye-tracking as an analytical lens to track students’ attention, using it in instruction might help students understand their own viewing behavior. In an eye-tracking study conducted by Hansen et al. (2019), they investigated how students view and critique different animations of redox reactions and precipitation reactions. After their reasoning process, students received visual feedback on their own viewing behavior. Hansen et al. (2019) revealed that viewing this feedback helped the students to be critical about their own viewing behavior and to deepen the critique regarding the animations shown. Variation Theory of Learning helps further to support the use of case comparisons in chemistry education, as it emphasizes the importance of discerning critical features of a concept being taught.
While relational structures refer to the abstract relationships between features and implicit information conveyed, they can, but do not necessarily share surface similarities. Comparing a set of correspondences between the surface or relational features of two cases leads to a structural alignment, i.e., discerning the information that two cases share. According to the structure mapping theory, the more shared relational features there are between two situations, the stronger the analogy, the easier to transfer our knowledge about one situation to reason about the other. For example, knowing that an electronegativity difference is needed to make a carbon-heteroatom bond polar, we can use that knowledge to infer that other carbon-heteroatom bonds might be polar as well, when there is a difference in electronegativity, even if the functional group looks different.
One way to combine the use of case comparisons with lab work is to embed these case comparisons in the CPOE cycle (Graulich and Schween, 2018), an adapted form of the Predict-Observe-Explain cycle (White and Gunstone, 2014) with an added “Compare” step. The cycle is based on learners first receiving a case comparison where they need to compare two given reactions (C), to predict (P) by generating a hypothesis which of the two reactions, for example, is faster than the other. By experimentally testing the hypotheses that have arisen from the case comparison, the outcome of the reactions is observed (O). Once the data has been analyzed, the final step takes place, in which conclusions are drawn about the previously formulated hypothesis based on the experimental results (E). Figure 3 illustrates the theoretical CPOE cycle by giving concrete examples how each step can look like, which is described in more detail in the following section.
In relation to case comparisons, this means, for example, that in addition to reducing irrelevant information, the relevant information can be emphasized, e.g., by highlighting techniques (Rodemer et al., 2022). While CLT is more about managing the quantity and complexity of information, Variation Theory is about the quality and structure of learning experiences. According to this theory, learners need to experience variations in the material they are studying in order to fully understand the underlying concepts, i.e., to abstract the relational connections beside surface similarities. Variation theory is based on the work of Swedish researcher Ference Marton and his colleagues, who developed the theory in the 1970s and 1980s (Marton, 1981). Marton (1981) was interested in understanding how students develop their understanding of complex concepts, and he observed that learners often struggle to transfer knowledge from one context to another.
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