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Designing a Graduate Educational Technology Course For a New Kind of Learning: Distributive Constructionism in Practice
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, , Northern Arizona University, United States

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper examines how distributed constructionism was used in designing a graduate course in Contexts of Educational Technology, how that course design was implemented, and how both the instructor and the students in the pilot class reported the benefits and drawbacks of using this model of learning as a course framework. Finding from the study that are presented in the paper includes data gathered from excerpts of student and instructor evaluations of the course, transcripts from on-line communications between students during the course, and information about the course derived from student interviews. Conclusions and recommendations for using a model of distributive constructionism will also be presented.

Citation

Batchelder, A. & Tucker, G. (1999). Designing a Graduate Educational Technology Course For a New Kind of Learning: Distributive Constructionism in Practice. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 610-612). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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