A Framework for Designing Scenario-based Treatment of e-Learning Courseware
| Autor: | Szu-Chien Wu, 吳斯茜 |
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| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 94 While Jonassen (1991) proclaimed that ‘Context is everything,’ instructional design professionals are more aware of the value of context elements to meaningful learning. For better learning retention as well as learning transfer, active knowledge should be embedded in contextualized scenarios of e-learning content. However, it takes many years to develop instructional design expertise in any of a wide variety of scenario-based e-learning content. The main purpose of this research is to shed light on how to design the crucial ‘treatment design’ of any scenario-based e-learning courseware with the scaffold of an Electornic Performance Support System (EPSS). First, a literature review was conducted to generate a framework of scenario-based treatment design. Second, for supporting the framework, an EPSS by rapid prototyping approach was developed. Then senior instructional designers with famous e-Learning content providers in Taiwan evaluated this EPSS. Feedbacks from those participants showed that the scenario-based treatment design EPSS is useful to design treatment of scenario-based e-Learning courseware and easy to understand this technique. Important conclusions drawn from the results of literature review, rapid prototyping, interview, and questionnaire survey are listed as following: 1.Scenario-based e-Learning courseware which is based on situated cognition theory could build up a motivated, engaging, memorable, and transferable learning context. It is best for problem-solving teaching. 2.The treatment design is the first job of e-Learning design phase and the main infrastructure of learning scenarios. The knowledge and perceptual design are decided by the treatment. It is also the key to make courseware become contextualized instruction. 3.There are five elements and three steps in the framework of scenario-based treatment design. The five elements include role, problem, task, resources and setting. The three steps are designed to (1) define learner’s role, (2) define problems and tasks as well as (3) define resources and settings. Instructional designers could use those steps to build up learning contexts and make courseware to gain the ownership and realism. 4.The scenario-based treatment design EPSS could scaffold instructional designers to generate better courseware treatments more quickly. 5.Future studies could focus on updating functions of this EPSS in supporting whole jobs of e-Learning design phase. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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