Learning from Doing: Lessons Learned from Designing and Developing an Educational Software within a Heterogeneous Group

Autor/inn/en	Wang-Trexler, Nicole; Yeh, Martin K.-C.; Diehl, William C.; Heiser, Rebecca E.; Gregg, Andrea; Tran, Ling; Zhu, Chenyang
Titel	Learning from Doing: Lessons Learned from Designing and Developing an Educational Software within a Heterogeneous Group
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 16 (2021) 4, S.33-46, Artikel 3 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeh, Martin K.-C.) ORCID (Diehl, William C.) ORCID (Gregg, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
Schlagwörter	Computer Software; Educational Technology; Computer Oriented Programs; Computer System Design; Higher Education; Computer Interfaces; Usability; Program Administration; Computer Uses in Education; Open Source Technology + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computerprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computernutzung
Abstract	Software applications in educational technology have been a strong driving force for the success of online learning at all levels. These applications are created for various purposes and are used by a range of experts. The development of a successful educational technology software takes a deliberate team effort and thoughtful project management. This interpretive case study details the processes, successes, and challenges determined throughout the development of an educational web application, the Social Performance Optimization Tool (SPOT). In describing the evolution of SPOT, and the processes the heterogeneous team followed in the development of the web application, this study provides analysis and guidance to educational researchers who are interested in developing educational web applications in the future. The study described how authors mindfully adopted software design models, team management techniques, and communication tools. Additionally, the paper highlights practical and unique implications developers must account for when working in higher education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01