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Participatory Design of Virtualized Learning Spaces Used for Cognitive Apprenticeships in Information Systems
PROCEEDINGS

, Utah Valley University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Information Systems (IS) educators have been among the early adopters of pedagogical methods that employ authentic, real-world, problem-based experiences for students. Virtualized Learning Spaces (VLS) used by students studying IS can provide an environment where cognitive apprenticeships support learner-centered, pedagogical strategies and still fulfill administrative and financial requirements. The rapid design and implementation of an educational information system can place a burden on both teachers and technical support staff and can lead to techno-centric system implementations that undervalue organizational goals and learning outcomes. By enlisting student apprentices in participatory design (PD) of the VLS, designers and instructors can begin to understand what works and what does not and begin to make learning spaces more student-centered and engaging.

Citation

Bartholomew, K. (2012). Participatory Design of Virtualized Learning Spaces Used for Cognitive Apprenticeships in Information Systems. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 139-144). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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