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Pedagogical Alignment in On-Line Graduate Courses: Three Models of Instructional Design
PROCEEDINGS

, Bowling Green State University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

A learning community of faculty members embarked on a project to provide on-line graduate courses in the foundations of education (e.g., the history and philosophy of education, educational research and measurement, and educational psychology) to classroom teachers in Northwest Ohio. Three primary goals of that project, Educational Foundations For Every Classroom Teacher (or EFFECT), were to design courses that would: (1) emphasize the development and application of technological skills, (2) promote self-regulatory awareness, and (3) support the application of content-area knowledge to classroom practice. This paper explores the issues of pedagogical alignment and collaborative inquiry in the development of three on-line graduate courses and the instructional models that emerged from that process.

Citation

Matuga, J. (2003). Pedagogical Alignment in On-Line Graduate Courses: Three Models of Instructional Design. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1104-1107). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 1, 2020 from .

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