Instructional Design and eDidactic. A student-centered approach for first-year students
Alexander Schmoelz, Andrea Payrhuber, Daniela Hahn, University of Vienna, Austria
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper presents an instructional design, which clearly interlinks learning outcomes, didactical variety and e-learning. The learning outcomes include a wide range of topic-specific competences, social skills and networking as well as media literacy. Attuned to the learning outcomes, the didactical framework is build on collaborative learning, online learning, student-centered approach, problem-cantered learning, feedback and self-reflection. All elements are implemented in online learning environments. The instructional design interlinks subject-specific theory, practical experience, study skills and reflections, whilst simultaneously enhancing students’ media competencies. We will show in this paper how the learning outcomes are reflected in the course design and how the course design is implemented via e-learning. Not least at the conclusion and discussion one will find specific evaluation data, strengths and weaknesses of this instructional design and more over certain suggestions for further development and improvements.
Schmoelz, A., Payrhuber, A. & Hahn, D. (2010). Instructional Design and eDidactic. A student-centered approach for first-year students. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 374-379). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)