The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design

Autor/inn/en	Su, C. Y.; Chiu, C. H.; Wang, T. I.
Titel	The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design
Quelle	In: Journal of Computer Assisted Learning, 26 (2010) 5, S.392-406 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2010.00355.x
Schlagwörter	Electronic Learning; Constructivism (Learning); Elementary School Science; Learning Processes; Science Teachers; Science Instruction; Science Education; Teaching Methods; Educational Cooperation; Instructional Design; Computer Software; Instructional Development; Metadata; Science Materials; Instructional Materials + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Education; cooperation; Kooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Metadaten; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e-learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e-learning materials. PD is an approach that understands "knowledge by doing" and focuses on collaborating with the intended users rather than designing "for" them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e-learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e-learning materials for elementary science instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10