Information Systems Education Journal

Volume 16

V16 N4 Pages 34-40

August 2018

Active Learning and Formative Assessment in a User-Centered Design Course

Joni K. Adkins
Northwest Missouri State University
Marysville, MO 64468, USA

Abstract: Trends in higher education call for teachers to do more to provide students an engaging and meaningful classroom experience. When active learning activities are added to classes, students interact and investigate topics in an interactive manner instead of relying solely on lecture to learn content. Often planned learning activities can also serve as formative assessments which support instruction and learning as they provide feedback to both students and instructor. This paper reviews literature related to active learning and the use of formative assessments. Then five different activities that were used as formative assessments in a user-centered design course are explained. Students responded to a survey asking about the learning benefit and enjoyment of the activities. Survey results, discussion, limitations, and comments about future ideas are also included.

Keywords: Active learning, Formative assessment, HCI, human computer interaction, User-centered design

Download this article: ISEDJ - V16 N4 Page 34.pdf

Recommended Citation: Adkins, J. K. (2018). Active Learning and Formative Assessment in a User-Centered Design Course. Information Systems Education Journal, 16(4) pp 34-40. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of EDSIG 2017)