Designerly Ways of Learning: FabLearn 2019 Eighth Annual Conference, March 9-10, 2019

J. Donaldson, Amanda Barany
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引用次数: 1

Abstract

Some specific values are required to create a standard layout by This design-based research (DBR) study redesigned, implemented, and refined a multimedia development course for post-secondary students in a teacher preparation program. The original course was created to enhance future teachers' skills in curricular design using various digital tools. Redevelopment embodied and emphasized the process of design, and ways to create designs for learning that put digital tools in the hands of learners. A theoretical framework connecting constructionist principles, designerly ways of knowing, situated learning, and identity exploration concepts informed curricular redesign and iterative development. This work synthesizes iterations one and two of a larger design-based research project focused on the development of online and hybrid courses grounded in the principles of constructionist learning and the design thinking process.
设计师式学习方式:FabLearn 2019第八届年会,2019年3月9日至10日
本基于设计的研究(DBR)研究重新设计、实施和完善了一门针对教师培训计划中的大专学生的多媒体开发课程,需要一些特定的值来创建一个标准的布局。最初的课程是为了提高未来教师使用各种数字工具设计课程的技能。再开发体现并强调了设计的过程,以及为学习者提供数字化工具的学习设计的方法。一个连接建构主义原则、设计师式认知方式、情境学习和身份探索概念的理论框架为课程的重新设计和迭代开发提供了信息。这项工作综合了一个更大的基于设计的研究项目的第一次和第二次迭代,该项目专注于基于建构主义学习和设计思维过程原则的在线和混合课程的开发。
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