Infusing instructional design principles into an active student-centred social learning framework
Contribuinte(s) |
[Unknown] |
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Data(s) |
01/01/2014
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Resumo |
Social and participatory media offer a plethora of ways for students to communicate, collaborate, and learn in schools. Using a social learning approach, Casey (2013a) investigated ways that social media could be integrated into Australian public high school classrooms to enhance student learning. In the process, she developed a social learning framework as discussed in Casey (2013b). Similarly, Davidson-Shivers and Hulon (2013; Hulon & Daidson-Shivers, 2013) suggest ways to employ ID principles to prepare college instructors and pre-service teachers to integrate technology into classrooms. Prior to that, Davidson-Shivers with Rasmussen (2006) developed an instructional design (ID) model for creating effective Web-based learning environments. Through collaboration, Casey and Davidson-Shivers consider a wide range of social learning and instructional design principles and approaches to help develop frameworks for new media integration that can work within varying levels of education. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Association for the Advancement of Computing in Education (AACE) |
Relação |
http://dro.deakin.edu.au/eserv/DU:30065014/casey-infusing-2014.pdf |
Direitos |
2014, Association for the Advancement of Computing in Education |
Palavras-Chave | #instructional design #learning design #teaching and learning #active learning |
Tipo |
Conference Paper |