{"title":"Designerly Ways of Learning: FabLearn 2019 Eighth Annual Conference, March 9-10, 2019","authors":"J. Donaldson, Amanda Barany","doi":"10.1145/3311890.3311897","DOIUrl":null,"url":null,"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.","PeriodicalId":289072,"journal":{"name":"Proceedings of FabLearn 2019","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of FabLearn 2019","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3311890.3311897","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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.