Magis Instructional Design Model for Ignatian Pedagogy

Saint Ignatius of Loyola. Engraving by C. Klauber. Wellcome M0005653

The Magis Instructional Design (ID) Model for online courses was developed by Sandra Rogers (2015) with input from the Jesuits at Spring Hill College, as subject matter experts, and her professor in instructional design, Dr. Davidson-Shivers. It’s unique in that it addresses religion, spirituality, and social justice in addition to intellectual growth.

Jesuit school educators include techniques for reflection within their units of study in order to challenge students to serve others (Korth, 1993). According to one theology professor, Jesuit educators focus instructional activities on experiential learning to engender the cycle of experience leading to reflection and further action. This is based on the dynamics of Saint Ignatius’ Spiritual Exercises from which Ignatian pedagogy is derived.

The principles of Ignatian pedagogy include context, experience, reflection, action, and evaluation (Korth, 1993). Further action and service to others is for the “greater glory of God”. Magis means doing more for God’s Kingdom (Ad majorem Dei gloriam).  The Magis ID Model is an alternative to existing ones in that it embeds the following Ignatian pedagogical layers into the systematic design of instruction to develop learners into caring leaders by addressing the whole person:

  1. Analyze Human Learning Experience Online/Offline
  2. Establish Relationships of Mutual Respect Online/Offline
  3. Tap into Learner’s Prior Knowledge & Experience
  4. Design Optimal Learning Experience for Whole Person
  5. Assimilate New Information
  6. Transfer Learning into Lifeworld
  7. Encourage Lifelong Learning & Reflections Beyond Self-Interest
  8. Learners Become Contemplatives in Action

Online Community of Inquiry

Designing for a community of inquiry (COI) loop will address the Ignatian principles of teaching to the whole person. A  COI exists when you have social presence, cognitive presence, and teacher presence. These are essential elements to the communication loop for an online COI (Garrison, Anderson, & Archer, 2000). This means that learners in an online environment are involved in activities that are cognitively challenging, are able to interact with their classmates, and that the teacher is present in some way through words (e.g., text-based discussion), voice (e.g., podcasts), or person (e.g., webcast).

Bernard et al. (2009) conducted a meta-analysis of 74 online course interactions and found substantive research outcomes indicating the positive effect on learning when online educators build these types of interactions into their courses: student-student, student-teacher, and student-content. These interaction treatments (ITs) were defined as the environments and not the actual behaviors that occur within them. Through ID processes, one can design and develop these types of environments for distance education. Table 1 displays the main components of a Jesuit education, COI, and ITs, and their interrelationships.

Table 1

Comparison of Jesuit Education and Research-Based Best Practices

Jesuit Education of the Whole Person Mind Body Spirit
Necessary Elements for an Online Community of Inquiry Intellectual Presence Social Presence Teacher Presence
Research-based Best Practices for Interaction Treatments Student-content interactions Student-student interactions Student-teacher interactions

Designing Optimal Learning Experiences for the Whole Person

The Magis ID Model analyzes the type of instructional strategies used in distance education to ensure they address the whole person through cura personalis (mind, body, & spirt). Strategy selection should vary to meet the needs of diverse learners and engender higher-order thinking for cognitive presence. Selection depends on various affordances and constraints such as time and resources. For example, an activity-centered lesson is based on an interactive task and requires collaborative tools and student groupings. Content-centered lessons are passive tasks where the student generally only interacts with the content; the exception being discussions of content. Experience-centered activities require a hands-on approach to developing something or serving/working with others. The learner-centered activity provides the learner with more autonomy over their pursuit of knowledge and includes metacognitive actions for self-regulation of learning; the affordances and constraints for this type of activity are highly dependent on the task. Ideally, online educators should provide active learning activities to enhance cognitive transfer of new information and skills learned to long-term memory.

Contact Dr. Rogers (srogers@shc.edu) at Spring Hill College to learn more about this ID model and how it is being used to develop distance education courses.

Application of Gagne’s 9 Events of Instruction to WDE Gaming

Application of Gagné’s Nine Events of Instruction to Well Designed Educational (WDE) Gaming 

(This chart was published in my dissertation. See references below.)

Gagné’s Nine Events of Instruction (1985) Comparison to WDE Gaming (Adapted from Becker, 2008 and Van Eck, 2006) Mental Processes (Gagné & Driscoll, 1988)
Gain attention Capture attention with movement, scenes, sounds, speech, and health status updates Reception
State the learning objectives Inform learner of quest and related game documentation to include limitations and cutscenes (e.g., set mood) Expectancy
Stimulate recall of prior learning Present stimulus through environmental structures that provide familiarity with obstacles or behaviors of characters Retrieval to working memory
Present content Present content according to the objectives of the game such as storyline embedded within the virtual environment Selective perception
Provide guidance Guide users with storylines, profiles, help section, map, sale of higher-level gear as you level up, hint books, friendly gamers’ verbal and nonverbal input, NPCs’ model language, and partial clues for quests found in gameplay Semantic encoding
Elicit performance Require adequate knowledge to advance to next level Responding
Provide feedback Provide feedback via speech, sounds, visuals, text, or motion directives including no motion Reinforcement
Assess performance Assess users’ performance as they progress to end goal and achieve reward for knowledge and skill Retrieval and reinforcement
Enhance retention Interweave past learning experience with new challenges; otherwise, repeat prior mistakes Retrieval and Generalization

References

Becker, K. (2008). Video game pedagogy: Good games = Good pedagogy. In C. T. Miller (Ed.), Games: Purpose and potential in education (pp. 73-122). New York, NY: Springer.

Gagné, R. M. (1985). The conditions of learning. New York, NY: Holt, Rinehart, & Winston.

Gagné, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Rogers, S. A. (2017). A MMORPG with language learning strategic activities to improve English grammar, listening, reading, and vocabulary (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 10265484)

Van Eck, R. (2006). Building artificially intelligent learning games. In D. Gibson, C. Aldrich, & M. Prensky (Eds.), Games and simulations in online learning research & development frameworks (pp. 271–307). Hershey, PA: Idea Group.

My Dissertation Abstract on MMORPGs to Improve ESL Skills

A Massively Multiplayer Online Role-Playing Game with Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary

Brightly colored winged-ferry is learning about a quest from a farmer in his field.
Example of roleplay in EverQuestII

This mixed-methods-collective-case-study focused on the use of an online videogame combined with second language acquisition (SLA) strategic gameplay to improve English language learners’ (ELLs) grammar, listening, reading, and vocabulary. Its purpose was to determine whether a noneducational, massively, multiplayer, online, role-playing game (MMORPG) had educational merit as an extracurricular activity for ELLs when combined with the following gaming activities to promote SLA: voice and text-based chats, forming alliances, and creating a virtual social identity.

The design included 15 participants who received 25 hours of weekly English language instruction in reading, writing, grammar, and oral skills for an eight-week term at school. For the treatment group, EverQuest® II (2016) was prescribed with the SLA optimizing strategic gameplay for four hours a week for a month after school. The control group did not receive the treatment.

The Cambridge Michigan Language Assessment (CaMLA) pretest-posttest composite mean gain scores were used to assess the participants’ grammar, listening, reading, and vocabulary performance. At end of term, the control group outperformed the treatment group on the CaMLA by 1.7 mean gain score units.

To determine vocabulary acquisition from gameplay, I developed a vocabulary pretest-posttest based on frequently occurring words from the treatment group participants’ game chat logs. The treatment group learned, on average, 15 new words representing a 30% increase on the gameplay vocabulary test.

No correlations were found between prior gaming experience and attitude toward gaming for SLA or between prior gaming experience and ESL skill performance on the CaMLA. Due to the small sample size and nonrandom assignment, this study lacked the rigor and statistical power to make valid and reliable quantitative claims of the findings. Therefore, a collective case study and mixed methods were used to corroborate and augment findings. Four impact profiles of extreme cases are provided. Emergent themes on gaming and language learning gleaned from participants were as follows: most participants had a positive attitude toward videogame play for SLA, most treatment group participants disliked the prescribed SLA strategic gameplay features and activities, and most participants preferred not to play videogames after school due to other priorities.


This dissertation is available on ProQuest.

Rogers, S. A. (2017). A MMORPG with language learning strategic activities to improve English grammar, listening, reading, and vocabulary (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 10265484)

Checklist for Novice Education Gaming Researchers

EverQuestII Paladin character is a human-like female puma in armor at home near Frostfang Sea

This is a cursory list of important concepts and items to consider when preparing to conduct educational research that involves the use of videogames.

  • Use media selection criteria (e.g., Chapelle’s 2001 computer-assisted language learning media criteria or 2005 revised version)
  • Determine reading level of videogame text by analyzing chat logs with the Flesch-Kincaid readability index. Make sure participants’ reading levels are within 2 grade levels of index.
  • Use vocabulary concordancer (e.g., Range software) to obtain frequently occurring words from chat log texts for assessment.
  • Learn commands pertinent to research analysis to capture chat logs (e.g., /log) and/or images (e.g., print screen) to computer station public folder.
  • Determine participants’ gaming literacy skills and complexity of game.
  • Determine participants’ propensity for pathological gaming behavior: low social competence, high impulsivity, and excessive gameplay (i.e., 30 hours) (Gentile, et al., 2011).
  • Determine participants’ perceived relevance of gaming as a learning tool.
  • Provide videogame tutorial and ongoing support.
  • Provide explicit instruction on the benefits of strategies used to enhance learning.
  • Consider participants’ preferences for gaming session location, time, and features.
  • Consider Reese’s (2010) Flowometer to determine gamers’ self-perception of flow and other mental states of engagement to achieve optimal learning condition (i.e., advanced skill use during challenging gaming tasks).
  • Provide warning of photosensitivity to persons with epilepsy (Daybreak Games, 2016).

This list was shared during a gaming panel at the SITE 2017 conference in Austin, TX. Here’s the citation if you would like to reference it:

Willis, J., Greenhalgh, S., Nadolny, L., Liu, S., Aldemir, T., Rogers, S., Trevathan, M., Hopper, S. & Oliver, W. (2017). Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations. In Proceedings of Society for Information Technology & Teacher Education International Conference 2017 (pp. 475-480). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

What advice would you add?

References

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge, MA: Cambridge University Press.

Daybreak Games [Website]. (2016). Photosensitive warning. Retrieved from https://www.daybreakgames.com/photosensitive?locale=en_US.

Gentile, D., Hyekyung, C., Liau, A., Sim, T., & Li, D. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2). doi:10.1542/peds.2010-1353

Range [Software application]. (2016). Retrieved from http://www.victoria.ac.nz/lals/about/staff/paul-nation

Reese, D. D. (2010).  Introducing Flowometer: A CyGaMEs assessment suite tool. In R. Van Eck (Ed.), Gaming and cognition: Theories and practice from the learning science. Hershey, PA: Information Science Reference.

Join me at SITE 2017 Conference in Austin, TX

Photo of Sandra Annette Rogers
Say hello if you see me.

Two of my proposals were accepted for presentation at the Society for Information Technology and Teacher Education (SITE) International Conference in Austin, TX.  I’d love to connect with any of my readers who are also going to SITE.  This will be my third time to attend this conference.  This time around, I’ll be sharing the outcomes of my dissertation and participating in a panel on gaming for educational purposes.  I will be the newbie gaming researcher on the expert panel sharing a job aid for other educators who would like to get started.

Here’s my current schedule for the conference: (All times are Central Standard Time.)

1. Brief Paper: Use of Online Role-Playing Games With Language Learning Strategies to Improve English Grammar, Listening, Reading, and Vocabulary, March 6, 2017 at 3:00- 4:00 P.M. (my session is last), in the Capitol A Room at the Sheraton Austin Hotel at the Capitol. (This was my original dissertation title.  It’s now called A MMORPG with Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary. My dissertation committee included: Burke Johnson (Chair), Univ. of South Alabama, Rick Van Eck, Univ. of North Dakota, James Van Haneghan, Univ. of South Alabama, and Susan Martin, Univ. of South Alabama, USA.

2.  Panel Session: Exploring the Rules of the Game: Games in the Classroom, Game-Based Learning, Gamification, and Simulations March 8, 2017 at 4:15-5:15 P.M. in the Capitol North Room at the Sheraton Austin Hotel at the Capitol.  Panelists include:

  • Jana Willis, Univ. of Houston-Clear Lake,
  • Spencer Greenhalgh, Michigan State Univ.,
  • Larysa Nadolny, Iowa State Univ.,
  • Sa Liu, Univ. of Texas,
  • Tugce Aldemir, Penn State World Campus,
  • Sandra Rogers, Univ. of South Alabama,
  • Monica Trevathan, Tietronix Software,
  • Susan Hopper, Pedagogical Balance of Effective Learning
  • Wendy Oliver, Thrivist, USA

For the complete schedule of the conference, select this link.  A special thanks to the Instructional Design and Development Graduate Association and USA Student Government Association in funding my travel and conference fees!

How People Learn a Second Language

(Excerpted from my dissertation.)

Learning a second language is an arduous task. Most scholars would agree that it requires a lot of practice (Krashen, 1982; Nation, 2014), language activities that are embedded in realistic tasks (i.e., communicative approach) (Hymes, 1972; McFarlane, Sparrowhawk, & Heald, 2002), plasticity of the brain (Pinker & Bloom, 1990; Ward, 2010), and high levels of motivation (Crystal, 2010; Gardner, 1985). Here are the five stages of second language (L2) learning: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency (Krashen & Terrell, 1983). Progress through these stages depends on level of formal education, family background, time spent in an English-speaking country, and many other variables.

For young children, oral language and literacy development should include support in their native language, sufficient time and support, developmentally and culturally appropriate material, a balanced and meaningful literacy program, and reliable, ongoing, and valid assessments (TESOL, 2010a). For adults, more specialized vocabulary and education on the sociocultural dimensions for the workplace or academic setting are required (TESOL, 2010b). Otherwise, adult L2 instruction is like that of young children, as noted in the vision and action agenda of the National Literacy Summit (2000). For example, they propose that adult learners also have access to native language or bilingual texts and instruction that is based on meaningful contexts.

There’s some disagreement as to the developmental stages of SLA, but most agree that the initial stage includes a silent period in which you understand some of the L2 but may not be able to produce it (Granger, 2004). Scholars disagree as to whether there is a critical period (cut-off time) for learning a second language with native-like fluency (Crystal, 2010). For instance, cognitive neuroscientists prefer the term sensitive period to refer to the limited window of time to learn due to evidence supporting the possibility of extended learning (Ward, 2010).

I agree with Pinker and Bloom’s (1990) idea that the critical period varies with maturation and plasticity of the brain due to natural selection. Hurford (1991), in his evolutionary model, referred to language learning past the critical age as the natural selection pressures activating the trait.  These pressures affect adults who come from around the world with the hope of learning English in order to attend an American university. One way to affect the plasticity of the brain is to play video games. Current research on the brain and its behavior indicate that playing highly arousing, reward-based video games activates brain plasticity (Kilgard & Merzenich, 1998).

Numerous factors affect learning ESL. For one, learning English takes a long time. For beginners, basic interpersonal communication skills can take two years to learn, while cognitive academic language proficiency can take five to seven years (Cummins, 2008). Influential factors include, but are not limited to, native language (L1) writing system, age exposed to English, cognitive ability, and exposure to other languages (National Literacy Summit, 2000). Another important factor is gender (i.e., female, male, other), which is influenced by the gender of the teacher, strategy use (Kiram, Sulaiman, Swanto, & Din, 2014), and conventional norms (Oxford & Nyikos, 1989). There’s no conclusive evidence that one gender is better at learning a L2. Oxford and Nyikos (1989) posit that it has more to do with strategy preferences and conventional norms.

References

Crystal, D. (Ed.). (2010). The Cambridge Encyclopedia of Language, 3rd ed. New York, NY: Cambridge University Press.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 2: Literacy (2nd ed., pp. 71-83). New York, NY: Springer Science + Business Media LLC.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation.  London, England: Edward Arnold (Publishers) Ltd.

Granger, C. A. (2004). Silence in second language learning: A psychoanalytical reading. Tonawanda, NY: Multilingual Matters, Ltd.

Hurford, J. R. (1991). The evolution of critical period for language acquisition. Cognition, 40, 159–201. doi:10.1016/0010-0277(91)90024-X

Hymes, D. (1972). Models on the interaction of language and social life. In J. J. Gumperz & D. Hymes (Eds.) Directions in sociolinguistics: The ethnography of communication (pp. 35-71). New York, NY: Holt, Rinehart, and Winston.

Kilgard, M. P., & Merzenich, M. M. (1998). Cortical map reorganization enabled by nucleus basalis activity. Science, 279, 1714-1718.

Kiram, J. J., Sulaiman, J., Swanto, S., & Din, W. A. (2014). The relationship between English language learning strategies and gender among pre-university students: An overview of UMS. Proceedings of the 3rd International Conference on Mathematical Sciences, Vol. 1602 (pp. 502-507). Kuala Lumpur, Malaysia: AIP Publishing LLC. doi:10.1063/1.4882532

Krashen, S. (1982). Principles and practices in second language acquisition.  Oxford, England: Pergamon Press.

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. London, England: Prentice Hall Europe.

McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Cambridge, England: TEEM.

Nation, P. (2014). What do you need to know to learn a foreign language? School of Linguistics and Applied Language Studies.  Victoria University of Wellington, New Zealand. Retrieved from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/foreign-language_1125.pdf

National Literacy Summit. (2000). Adult ESL language and literacy instruction: A vision and action agenda for the 21st century. Office of Vocational and Adult Education. Washington, DC: U.S. Department of Education.

Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300. doi:10.1111/j.1540-4781.1989.tb06367.x

Pinker, S., & Bloom, P. (1990). Natural language and natural selection. Behavior and Brain Sciences, 13, 707–784. doi:10.1017/s0140525x00081061

Teachers of English to Speakers of Other Languages. (2010a). Position paper on language and literacy development for young English language learners. Washington, DC: TESOL International Association. Retrieved from https://www.tesol.org/advance-the-field/position-statements

Teachers of English to Speakers of Other Languages. (2010b). Position statement on adult English as a second or additional language program. Washington, DC: TESOL International Association. Retrieved from https://www.tesol.org/advance-the-field/position-statements

Ward, J. (2010). The student’s guide to cognitive neuroscience. New York, NY: Psychological Press.

Join me at the MSERA 2016 in Mobile, Alabama!

Photo of Sandra Annette Rogers
Say hello if you see me.

Join me in Mobile, AL this November 2nd-4th for the Mid-South Educational Research Associations (MSERA) 2015 annual meeting.  Click this link to see the full conference schedule.  The conference takes place at the Renaissance Mobile Riverview Plaza Hotel on Water Street downtown.  For more information on the MSERA, visit their Website.  The great thing about #MSERA is that they are friendly and welcome newcomers—and they remember your name the time they see you!

I’ll be making two brief paper presentations and chairing these same sessions. Here’s my schedule:

  • 2:00 eLearning Session in Grand Bay Room I/II: November 3 (Thursday)

    Rubric to Evaluate Online Course Syllabi Plans for Engendering a Community of Inquiry

    Sandra A. Rogers & James Van Haneghan, University of South Alabama


    10:00 Instructional Design Session in Windjammer Room: November 4th (Friday)

    Magis Instructional Design Model for Ignatian-based Distance Education

    Sandra A. Rogers, Spring Hill College