Jules Arensdorf

Instructional Design

How to Read Scholarly Articles

An interactive and accessible learning object intended to make the process and strategies of reading scholarly articles more transparent. For this learning object, in collaboration with the E-Learning Librarian and a student assistant, I developed the learning outcomes, interviewed faculty and graduate students, edited sound files in Adobe Audition, added closed captioning, created the graphics in Adobe Illustrator & Photoshop, developed content, and contributed to the creation of complex states, layers, and triggers in Articulate Storyline 360 in order to create quizzes with dynamic feedback.

Learning Outcomes:

  • Identify parts of a scholarly article needed to determine relevance and quality (Bloom’s Taxonomy: Understand)

  • Identify parts of a scholarly article, and how articles vary by discipline, and reflect on the order in which article parts should be read, in order to comprehend the author’s intended meaning (Bloom’s Taxonomy: Understand)

Introduction to Plagiarism

An interactive and accessible learning object that introduces learners to plagiarism and provides opportunities to apply concepts through case studies. For this learning object, in collaboration with the E-Learning Librarian and a student assistant, I co-developed the learning outcomes, recorded and edited the voiceover, created graphics in Adobe Illustrator, developed content, and created quizzes with feedback

Learning Outcomes:

  • Apply criteria to case studies to determine whether or not they constitute an instance of plagiarism (Bloom’s Taxonomy: Application)
  • Identify characteristics of using information out of context (Bloom’s Taxonomy: Understanding

Assets

In support of learning object creation and graphic design projects, I have created a number of graphic assets. This is creative work that I enjoy, and that challenges me to learn new technical skills.

Outreach

Interdisciplinary Graduate Reading Group

After learning from survey data that many graduate students at UW-Madison wished there were more opportunities for social and academic connections with students from other departments across campus, I lead a project to form interdisciplinary graduate reading groups, now in its fourth year. By partnering with the Graduate School, I was able to increase the reach of promotion for the event, and students from disciplines as diverse as neuroscience, theatre, and material culture signed up to participate, many for multiple years.  The reading groups, which are lead by graduate student members, meet throughout the academic year, and have engaged both in person and online through Google Groups and Canvas LMS.

Graduate students sitting around a table discussing