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Context-Driven Design for Technology-Supported Instruction
PROCEEDINGS

, Radford University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This presentation provides an overview of an innovative approach to the design of technology-supported learning experiences. Within this model, educators identify instructional goals and define technology-specific contexts in which learning the goals has meaning and purpose. Such contexts include Creation and Invention, Real/Simulation, Problem-Solving and Problem-Directed, Modeling, Games, Information Exploration, Case-Based/Story, Storytelling and Performance, and “Big-Picture” Concept Mapping/Teaching. Once contexts are defined, the roles that specific technology play within appropriate instructional strategies are identified in context, and the learning experience is comprehensively planned based on the types of outcomes facilitated as well as the overall context defined.

Citation

Sherman, G. (2010). Context-Driven Design for Technology-Supported Instruction. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1218-1223). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2019 from .

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