Innovation in Design of Project-Based Learning for the K-12 Online Context PROCEEDING
Anissa Lokey-Vega, Kennesaw State University, United States ; Kimberly Bondeson, Gwinnett Online Campus, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Research-based best practices that employ learning theories such as Project-Based Learning have not been thoroughly developed for the constraints of the K-12 online setting, nor have they been tested in this unique context. K-12 online teacher-developers face many constraints during the process of instructional design, and require additional supports to translate these learning theories into their lessons. The researchers of this study employed a design and development research method to co-develop three project-based lessons for a 9th grade literature course online. Resulting from documentation of a repetitive instructional design process, the researchers propose two models, the Project-Based Online Lesson Structure Model, which maps an order of content presentation to offer to learners, and the Project-Based Online Learning Instructional Design Model, which maps a step-by-step process for teacher-developers to follow in designing project-based online lessons for K-12 learners.
Lokey-Vega, A. & Bondeson, K. (2017). Innovation in Design of Project-Based Learning for the K-12 Online Context. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 677-684). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2017 from https://www.learntechlib.org/p/177831/.
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