國立虎尾科技大學 |

Designers-by-assignment in K-12 Environments : = Investigating the Use of Self-service Design Tools in Course Creation.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Designers-by-assignment in K-12 Environments :/
其他題名:	Investigating the Use of Self-service Design Tools in Course Creation.
作者:	Gensburg-Sawall, Julie Ann.
面頁冊數:	1 online resource (220 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Contained By:	Dissertation Abstracts International79-12A(E).
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9780438261990

Designers-by-assignment in K-12 Environments : = Investigating the Use of Self-service Design Tools in Course Creation.
Gensburg-Sawall, Julie Ann.

Designers-by-assignment in K-12 Environments :Investigating the Use of Self-service Design Tools in Course Creation. - 1 online resource (220 pages)

Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.

Thesis (D.Ed.)--Capella University, 2018.

Includes bibliographical references

Self-service design tools are flooding K--12 environments and altering the way instruction can be designed and delivered. As a result, schools are utilizing existing academics to both design and teach their own curriculum. These academics, called designers-by-assignment, tend to have limited training in instructional systems design and instructional design theories. An overarching research question guided this study: How do K--12 designers-by-assignment use self-service instructional design tools to develop courses? A multiple-case study design included seven participants who taught K--12 music, designed and implemented curriculum using interactive whiteboards, and did not have instructional design experience or training. Qualitative data sources included a recruitment checklist, interview guide, artifacts, an observation guide, and a think-aloud protocol. Digital recordings from interviews and observations were transcribed and member-checked then coded, triangulated, and presented according to participants' technological knowledge, pedagogical knowledge, and content knowledge. A cross-case analysis suggested this sample of designers-by-assignment focused on pedagogy over technology to drive design decisions, self-service design tools loosely resembled traditional teacher-oriented instructional design models, and roughly half of the participants had transitioned to student-centered classrooms as their learning designs clearly privileged learners. The core technological belief for all seven designers-by-assignment was an overwhelming unpreparedness during pre-service education courses, and although the sample lacked knowledge of evidence-based multimedia design principles, several principles had still been implemented through a trial-and-error process. However, participants failed to identify how the principles contained sound instructional design theory, further confirming that key instructional design practices and theories are missing in a designers-by-assignment's knowledge base.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438261990Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Designers-by-assignment in K-12 Environments : = Investigating the Use of Self-service Design Tools in Course Creation.
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