You are here:

Redesigning a Web-Conferencing Environment to Scaffold Computing Students' Creative Design Processes
ARTICLE

Journal of Educational Technology & Society Volume 14, Number 1, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Based on a three-semester design research study, this paper argues the need to redesign online learning environments to better support the representation and sharing of factual, procedural, and conceptual knowledge in order for students to develop their design capabilities. A web-conferencing environment is redesigned so that the modalities facilitate more socio-constructivist pedagogies whereby students co-construct knowledge and share their design thinking. The design-based research methodology explicates how redesign not only allowed more effective student representation and sharing of the different levels of knowledge required for abstraction to occur, but also enabled better teacher assessment and, hence, remediation. On the basis of the emerging findings of the study a set of principles for designing web-conferencing (or other online) environments to support creative design learning is proposed. (Contains 3 figures.)

Citation

Bower, M. (2011). Redesigning a Web-Conferencing Environment to Scaffold Computing Students' Creative Design Processes. Journal of Educational Technology & Society, 14(1), 27-42. Retrieved August 18, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.