Mathcad and the Collaboratory/sup TM/: a web-based environment for interactive learning and curriculum development

School-based curricula are seen as the important strategy to facilitate educational reforms and are spread in many countries, especially in Asia. However, the efficiency of developing and implementing school-based curricula in most schools are very low because the tasks those need to be dealt with are very complex and difficult. How to develop and apply the electronic performance support system (EPSS) to simplify the complexity and to improve the efficiency of school" based curriculum development and implementation becomes the important research and practical issue. In our prior work, a web-based computer-assisted instructional planning system IPASS, was designed to provide a set of tools for individual teachers efficiently designing instructional plans. However, the system was dedicated for the design phase of curriculum development and did not support for all participants in different levels of school-based curriculum development working on curriculum analysis, design, implementation and evaluation. This study designs and develops a novel web-based performance support system SBCDSS, to assist the whole process of school-based curriculum development and implementation. The proposed system has been adopted in an elementary school in Taiwan and has received useful feedback regarding the usability and performance support for SBCD. Evaluation results and possible future work are discussed herein.

Download Full-text

Designing Web-Based RIA Platform for English Advising and Interactive Learning

Proceedings of the 2015 International Conference on Education Technology, Management and Humanities Science ◽

10.2991/etmhs-15.2015.106 ◽

2015 ◽

Author(s):

Ruhua Wei

Keyword(s):

Interactive Learning ◽

Web Based

Download Full-text

Curriculum Development in Web-Based Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch098 ◽

2011 ◽

pp. 1252-1258

Author(s):

Johanna Lammintakanen

Keyword(s):

Curriculum Development ◽

Educational Policy ◽

Educational Systems ◽

Educational Content ◽

Web Based ◽

Good Education ◽

Bologna Declaration ◽

Paradigmatic Shift ◽

Education Theory ◽

Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Download Full-text

Curriculum Development in Web-Based Education

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch118 ◽

2005 ◽

pp. 675-679

Author(s):

Johanna Lammintakanen ◽

Sari Rissanen

Keyword(s):

Curriculum Development ◽

Educational Policy ◽

Educational Systems ◽

Educational Content ◽

Web Based ◽

Good Education ◽

Bologna Declaration ◽

Paradigmatic Shift ◽

Education Theory ◽

Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Download Full-text

Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process

Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design ◽

10.14705/rpnet.2020.42.1082 ◽

2020 ◽

pp. 15-20

Author(s):

Laura Capitani

Keyword(s):

Blended Learning ◽

Flipped Classroom ◽

Interactive Learning ◽

Structured Learning ◽

Distance Learners ◽

Learning Materials ◽

Web Based ◽

Study Programme ◽

Self Study ◽

Traditional Courses

‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Babbel2 and Quizlet3, and of a manual book used at the intermediate levels, as well as bespoke web-based and interactive learning materials as preparation for the oral sessions. The course is still running successfully and represents an effective alternative to traditional courses, offering distance learners the possibility of completing the whole study programme from A1 to B2.

Download Full-text

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS WEB ARTICULATE STORYLINE PADA PEMBELAJARAN IPA DI KELAS V SEKOLAH DASAR

Prima Magistra: Jurnal Ilmiah Kependidikan ◽

10.37478/jpm.v2i2.1109 ◽

2021 ◽

Vol 2 (2) ◽

pp. 237-253

Author(s):

Arum Donna Safira ◽

Iva Sarifah ◽

Tunjungsari Sekaringtyas

Keyword(s):

Elementary School ◽

Data Analysis ◽

Science Learning ◽

Interactive Learning ◽

Development Model ◽

Average Score ◽

Design Development ◽

School Students ◽

Web Based ◽

Average Value

Based on the needs analysis, it is necessary to develop interactive learning media. This research and development aims to produce products in the form of articulate storyline web-based interactive learning media for natural science learning and to find out the validation of web articulated storyline-based interactive learning media for science learning in grade V Elementary School. The samples in this study were 9 grade 5 elementary school students in the neighborhood around the researcher's house. The development model used in this study is the ADDIE development model (analyze, design, development, implementation and evaluation). Data collection techniques were carried out by interviews and questionnaires. Data analysis using Miles and Huberman model analysis. The trial results of developing interactive learning media based on web articulate storylines with media experts, materials experts, and learning design experts obtained an average value of 95% with the criteria "very feasible". The results of the one to one trial get an average score of 98.8% and the results of the small group trial get an average value of 99.4%. Referring to the results of data analysis of the Miles and Huberman’s model, the articulate storyline web-based interactive learning media is very suitable for use by fifth grade students in science learning in elementary schools.

Download Full-text

Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program

International Journal of Virtual and Personal Learning Environments ◽

10.4018/jvple.2011010102 ◽

2011 ◽

Vol 2 (1) ◽

pp. 19-36

Author(s):

Yao Zhang Hill ◽

Stephen L. Tschudi

Keyword(s):

Curriculum Development ◽

Blended Learning ◽

Curriculum Design ◽

Language Instruction ◽

Learning Context ◽

Web Based ◽

Materials Development ◽

Development Framework ◽

Task Sequencing ◽

Listening And Speaking

This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.

Download Full-text