LEARNING EXPERIENCE AND DESIGN EMPIRICAL RESEARCH COMMUNITY OF PRACTICE

About the Learning Experience & Design Empirical Research Community of Practice

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The Learning Experience & Design Research Community of Practice (LEADER COP) is a collaborative effort spearheaded by Drs. Whiteside and Ensmann focus on innovative learning in and out of the classroom.

By building upon the shoulders of giants before and combining their research, they have expanded the studies of online, hybrid, and immersive learning as new technology continues to shape the world of education.

Ensmann and Whiteside utilize the social and gameful experiential (SAGE) approach to learning to improve engagement and foster deeper connections (2023).

Explore work of the LEADER COP in this website!

Ensmann, S., Whiteside, A. (2022). “It Helped to Know I Wasn’t Alone”: Exploring Student Satisfaction in an Online Community with a Gamified, Social Media-Like Instructional Approach. Online Learning Journal, 26(1), 22-45. https://doi.org/10.24059/olj.v26i3.3340

Ensmann, S., Whiteside, A.L. (contributing author to study) (2023, January 12). A Social And Gameful Experiential (Sage) Approach To Increase Learner Engagement And Foster Self-Regulation. [Invited as a guest speaker, this presentation addresses how instructors craft safe spaces for learning communities that seamlessly promote connectedness and course engagement outside the physical classroom. This one-year exploratory study completed at a mid-sized private university uses a social and gameful experiential (SAGE) approach to increase learner engagement and foster self-regulation. Interdisciplinary faculty explored the potential for a unique community-building discussion platform that uses a gamified social media-like platform to encourage self-regulation (Zimmerman, 2008) and motivate learners (n-103) to manage and master online scholarly discourse. Assessing how this technology impacts learner engagement, this study employs disruptive innovation theory (Christensen et al., 2011) and suggests that Yellowdig, one such disruptive technology, can foster positive changes, such as critical thinking and problem-solving skills. Researchers carefully and purposefully incorporated this technology into their courses to foster social constructivism (Vygotsky, 1997) to improve learners' self-regulation, cognition, and satisfaction.] Learner Engagement Summit. Virtual. Link

Ensmann, S. (2024). Game on! Using the Social and Gameful Experiential (SAGE) Approach to Learning to Embrace AI. Proceeding for the Society for Information Technology & Teacher Education International Conference, pp. 2036-2038. Published by the Association for the Advancement of Computing in Education (AACE). Las Vegas, Nevada, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2024 from https://www.learntechlib.org/primary/p/224255/.