Context-Oriented Instructional Design for Course Transformation

Autor/in	Perkins, Ross A.
Titel	Context-Oriented Instructional Design for Course Transformation
Quelle	In: New Directions for Teaching and Learning, (2009) 118, S.85-94 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.355
Schlagwörter	Instructional Design; Formative Evaluation; Foreign Countries; Web Based Instruction; Context Effect; Technical Assistance; International Programs; Program Descriptions; Case Studies; Curriculum Enrichment; Malawi + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Web Based Training; Technische Hilfe; Case study; Fallstudie; Case Study; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform
Abstract	Instructional designers working in international settings are often interested in reports on how particular courses or programs have been implemented in other contexts; doing so either confirms or extends their own experiences. In the hope that such information can benefit the larger design community, this article specifically shows how contextual elements have impacted instructional design decisions. The article begins with an overview of a specific project that sought to create Web-based classes for learners in Malawi. It continues by relating formative evaluation data collected through feedback of selected courses that were pilot tested. The conclusion of the article focuses on implications for course developers regarding context-based design, and a few thoughts on internationalization and design. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10