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Designing a system to support curriculum design and student learning: understanding by design and flipped classrooms
PROCEEDING

, Tamkang University, Taiwan

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

While education systems have begun shifting to a learner-centered paradigm, many middle schools in my local area remain in the teacher-centered paradigm. Taiwan's Ministry of Education recently proposed a key competencies framework, considered a learner-centered movement. Thus, this research project aims to develop an online system to support teachers' curriculum design and students' learning with a focus on the learner-centered paradigm of education. Design-based research is conducted through a close collaboration between the researcher and the local teachers to develop and refine the design theory. This paper presents the initial design principles to support (1) teachers' use of the understanding by design framework (Wiggins & McTighe, 2005) (2) students' self-directed learning by making performance tasks, roadmaps, learning resources (e.g. clips), and formative assessments available (3) collaboration by establishing a performance tasks bank. The initial findings will be presented.

Citation

Lin, C.Y. (2017). Designing a system to support curriculum design and student learning: understanding by design and flipped classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 671-676). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 22, 2019 from .

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