@proceedings{402,
title = {Design and development of a web-based tool for supporting educators during an instructional design process based on learning outcomes},
author = {Natalia Spyropoulou and Christos Pierrakeas and Achilles Kameas},
url = {http://espa-ye5.eap.gr/sites/default/files/paper_spyropoulou_%2835%29.pdf},
year = {2015},
date = {2015-07-01},
journal = {7th annual International Conference on Education and New Learning Technologies},
address = {Barcelona, Spain},
abstract = {
Although learning outcomes are recognized as an important component of the instructional design model, few instructional design prescriptions are available for authoring well-structured learning outcomes. This paper focuses on the design and development of a web based tool that facilitates the application of instructional design methodology in order to build courses based upon the notion of Learning Objects and their direct correlation with the expected Learning Outcomes. The tool uses a combination of the Bloomtextquoterights Revised Taxonomy and the ABCD model for structuring Learning Outcomes. The purpose of the tool is to scaffold and support educators during the educational design process, so as to author well-defined Learning Outcomes. The paper outlines the web tool itself alongside the related work in this field and an initial evaluation in terms of user experience, from using the tool for the needs of Hellenic Open University.
},
keywords = {ABCD model, Instructional Design, learning outcomes, web based tool},
pubstate = {published},
tppubtype = {proceedings}
}
<p>Although learning outcomes are recognized as an important component of the instructional design model, few instructional design prescriptions are available for authoring well-structured learning outcomes. This paper focuses on the design and development of a web based tool that facilitates the application of instructional design methodology in order to build courses based upon the notion of Learning Objects and their direct correlation with the expected Learning Outcomes. The tool uses a combination of the Bloomtextquoterights Revised Taxonomy and the ABCD model for structuring Learning Outcomes. The purpose of the tool is to scaffold and support educators during the educational design process, so as to author well-defined Learning Outcomes. The paper outlines the web tool itself alongside the related work in this field and an initial evaluation in terms of user experience, from using the tool for the needs of Hellenic Open University.</p>
@proceedings{809,
title = {Promoting Professional Development in Open and Distance Learning Settings: Developing Communities of Instructional Practice},
author = {Olga Fragou and Achilles Kameas},
year = {2014},
date = {2014-01-01},
journal = {14th European Conference on E Learning},
address = {Kopenhagen, Denmark},
abstract = {
The increasing emphasis on Higher Education standards has created a shift in the mode Universities deliver professional development. Universities have answered the call of professional development by redesigning curricula and structuring tutorstextquoteright training programs. Open and Distance Learning Standards in Higher Education promote educational content reusability and modularity so as to adapt in various subject domains. Communities of Practice (CoPs) have constantly posed challenges to Higher Education Institutions (HEI), in particular those engaged in open and distance learning. These communities develop their practice through problem solving, requesting information, seeking experience, coordination and synergy, discussing developments, documenting project mapping knowledge and identifying gaps. This paper presents design framework, methodological aspects and preliminary data analysis of research conducted in (3) Thematic Units of Hellenic Open University with the volunteer participation of (9) Tutors, in forming Communities of Instructional Design in Open and Distance Learning settings.
},
keywords = {communities of practice, Instructional Design, Open and Distance Learning, Professional Development},
pubstate = {published},
tppubtype = {proceedings}
}
<p style="text-align: justify;">The increasing emphasis on Higher Education standards has created a shift in the mode Universities deliver professional development. Universities have answered the call of professional development by redesigning curricula and structuring tutorstextquoteright training programs. Open and Distance Learning Standards in Higher Education promote educational content reusability and modularity so as to adapt in various subject domains. Communities of Practice (CoPs) have constantly posed challenges to Higher Education Institutions (HEI), in particular those engaged in open and distance learning. These communities develop their practice through problem solving, requesting information, seeking experience, coordination and synergy, discussing developments, documenting project mapping knowledge and identifying gaps. This paper presents design framework, methodological aspects and preliminary data analysis of research conducted in (3) Thematic Units of Hellenic Open University with the volunteer participation of (9) Tutors, in forming Communities of Instructional Design in Open and Distance Learning settings.</p>
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