Promoting Teachers' Flexible Use of the Learning Sciences through Case-Based Problem Solving on the WWW: A Theoretical Design Approach
Marcelle Siegel, Sharon Derry, Jong Baeg Kim, Constance Steinkuehler, John Street, Nicole Canty, Chris Fassnacht, Kate Hewson, Cindy Hmelo, Rand Spiro
International Conference of the Learning Sciences,
The Secondary Teacher Education Project is involved in building scientific principles of Web-based instructional design. The general question being addressed is how to most effectively support learning within complex Web sites that contain many pages of conceptual material tied to real-world problems and/or cases. Cognitive Flexibility Theory provides useful principles for how to design such web sites. The goal of the site is to help middle school through college teachers acquire useful scientific knowledge about student learning and development--knowledge that can be applied flexibly to the design and management of productive classroom learning environments. This paper describes: (a) theory-based approach to design; and (b) site implementation and lessons learned from user testing. (Contains 14 references.) (Author/ASK)
Siegel, M., Derry, S., Kim, J.B., Steinkuehler, C., Street, J., Canty, N., Fassnacht, C., Hewson, K., Hmelo, C. & Spiro, R. (2000). Promoting Teachers' Flexible Use of the Learning Sciences through Case-Based Problem Solving on the WWW: A Theoretical Design Approach. Presented at International Conference of the Learning Sciences 2000.
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Nada Dabbagh, George Mason University, United States
Journal of Educational Multimedia and Hypermedia Vol. 11, No. 4 (2002) pp. 291–322
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