Case-Based Reasoning to Help Educators Design with Web 2.0

Autor/inn/en	Tan, Verily; Kou, Xiaojing
Titel	Case-Based Reasoning to Help Educators Design with Web 2.0
Quelle	In: Educational Media International, 51 (2014) 2, S.91-108 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2014.924662
Schlagwörter	Web 2.0 Technologies; Design; Faculty Development; Inservice Teacher Education; Formative Evaluation; Scaffolding (Teaching Technique); Educational Technology; Web Based Instruction; Libraries; Learning Activities; Online Courses; Electronic Publishing; Web Sites; Social Networks; Collaborative Writing; Computer Mediated Communication; Cooperative Learning; Foreign Countries; Questionnaires; Semi Structured Interviews; Scoring Rubrics; Reflection; Case Studies; Asia + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Unterrichtsmedien; Web Based Training; Library; Bibliothek; Lernaktivität; Online course; Online-Kurs; Elektronisches Publizieren; Web-Design; Social network; Soziales Netzwerk; Computerkonferenz; Kooperatives Lernen; Ausland; Fragebogen; Scoring formulas; Auswertungsbogen; Case study; Fallstudie; Case Study; Asien
Abstract	This study proposes the use of case-based reasoning to help educators design with Web 2.0. Principles for designing a web-enhanced case-based activity (CBA) were used to design an online professional development course for a group of 16 in-service educators. The Learning in Context model was used as a scaffold to help participants in their design of activities. Formative evaluation points toward the utility of this approach, and rich description is provided to help readers assess the findings. Findings related to the use of CBA design principles include: the possibility of using open resources to build case libraries; the importance of using expert cases analogous to the needs of participants; the importance of direct and soft scaffolding; the need for feedback, reflection and design iteration; and the perceived usefulness of the Learning in Context model as a scaffold. An unexpected finding was how hands-on familiarity with the tools appeared to be a prerequisite for participants to engage in the expert case exploration, and to design with Web 2.0. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10