Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sharon Woodill, Yasushi Akiyama
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引用次数: 2

Abstract

This paper proposes the theoretical context for a course development framework to address the specific needs and challenges of teaching and learning in Interdisciplinary Studies (IDS). User-Centred design (UCD) principles are used for this development process. Traditional course development frameworks provide a helpful guide in terms of setting out the steps necessary for successful course development. While these steps will inform the course development framework being proposed here, several alterations will be made. The unique demands of teaching and learning in IDS require skill development necessary for doing advanced interdisciplinary work and eschews linearity. The key feature of this framework is the inclusion of intentional iterative phases throughout course delivery that will allow for adaptation based on the incorporation of feedback in a variety of forms: self, instructor, peer, stakeholder (e.g., from service-learning supervisors), and cognitive skills assessment tools. The adaptive nature of this framework should meet the demands of the growing area of IDS.
将以用户为中心的设计方法集成到跨学科研究教学的课程设计框架中
本文提出了课程开发框架的理论背景,以解决跨学科研究中教学的具体需求和挑战。该开发过程采用了以用户为中心的设计(UCD)原则。传统的课程开发框架为制定成功的课程开发所需的步骤提供了有益的指导。虽然这些步骤将为这里提出的课程开发框架提供信息,但将进行一些修改。IDS教学的独特需求要求进行高级跨学科工作所需的技能发展,并避免线性化。该框架的主要特点是在整个课程交付过程中包含有意的迭代阶段,这将允许基于各种形式的反馈进行调整:自我、讲师、同伴、利益相关者(例如,来自服务学习主管)和认知技能评估工具。该框架的适应性应该满足IDS不断增长的领域的需求。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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