Learning Design for Multiple Modes of Provision: The Zambian Community School Teacher Development Programme

Autor/inn/en	Amory, Alan; Bialobrzeska, Maryla; Welch, Tessa
Titel	Learning Design for Multiple Modes of Provision: The Zambian Community School Teacher Development Programme
Quelle	In: Distance Education, 39 (2018) 2, S.241-258 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2018.1457950
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Nontraditional Students; Community Schools; Teacher Competencies; Teaching Methods; Interaction; Design; Distance Education; Learning Theories; Teacher Student Relationship; Faculty Development; Learning Modules; Curriculum Design; Learning Activities; Handheld Devices; Telecommunications; Hermeneutics; Qualitative Research; Zambia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Distance study; Distance learning; Fernunterricht; Learning theory; Lerntheorie; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning module; Lernmodul; Lehrplangestaltung; Lernaktivität; Telekommunikationstechnik; Hermeneutik; Qualitative Forschung; Sambia
Abstract	The use of technology to support learning is becoming ubiquitous in Africa. However, technology is more often used to distribute information rather than as a tool to mediate learning. The work presented here on a programme for Zambian community school teachers (non-traditional students) illustrates how learning design allied to appropriate theoretical concepts make use of technology to mediate learning. The objective of this course was to support Zambian community school teachers, with little formal teacher education, to use interactive methods to support their teaching practices. The research makes use of a constructivist-hermeneutic-interpretivist-qualitative paradigm to critically evaluate the learning design by experts. A social constructivist framework for learning design and technology mediation was used to create and evaluate learning resources. The work illustrates how a distance education paper-based course design is enhanced by the use of contemporary learning theory and digital technology to model good interactive classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01