Authors: Kali, Yael¹; Ronen-Fuhrmann, Tamar²

Source: International Journal of Learning Technology, Volume 6, Number 1, May 2011 , pp. 4-23(20)

Publisher: Inderscience Publishers

Abstract:

Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts' design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: a) structuring the design process; b) building on accessible repositories of expert design knowledge; c) enabling dialogic learning.

Keywords: COMPUTING AND MATHEMATICS; Communications and Mobile Technology; Computing Science, Applications and Software; Information Systems and Technology; Internet and Web Services; EDUCATION, KNOWLEDGE AND LEARNING; Learning and Human Resources Development

Document Type: Research article

DOI: http://dx.doi.org/10.1504/IJLT.2011.040147

Affiliations: 1: Technologies in Education Graduate Department, Faculty of Education, University of Haifa, Mount Carmel, Haifa, 31905, Israel. 2: Department of Education in Technology and Science, Technion - Israeli Institute of Technology, Technion City, 32000, Israel

Publication date: 2011-05-01

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• International Journal of Learning and Technology is an international, refereed, scholarly journal providing an interdisciplinary forum for the presentation and discussion of important ideas, concepts, and exemplars that can deeply influence the role of learning technologies in learning and instruction. This unique and dynamic journal focuses on the epistemological thrust of learning vis-à-vis instruction and the technologies and tools that support the process. International Journal of Learning and Technology
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