Project-Based Pedagogy for the Facilitation of Webpage Design

Autor/inn/en	Jakovljevic, Maria; Ankiewicz, Piet
Titel	Project-Based Pedagogy for the Facilitation of Webpage Design
Quelle	In: International Journal of Technology and Design Education, 26 (2016) 2, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-015-9312-5
Schlagwörter	Active Learning; Student Projects; Problem Solving; Web Sites; Computer System Design; Instructional Design; Information Systems; Qualitative Research; Action Research; Higher Education; Focus Groups; Journal Writing; Essays; Observation; Technological Literacy; Cooperative Learning; Apprenticeships + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Problemlösen; Web-Design; Lesson concept; Lessonplan; Unterrichtsentwurf; Qualitative Forschung; Projektforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz; Essay; Aufsatzunterricht; Beobachtung; Technisches Wissen; Kooperatives Lernen; Apprenticeship; Lehre
Abstract	Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and implementation of an Instructional Web Design Programme (IWDP) with methodology-specific guidelines in an information systems design context. A second purpose is to discuss the pedagogy developed within the IWDP and its effects on promoting technological problem solving of learners in the project-based classroom. A qualitative, action-research approach was the basis for this study. The sample consisted of 17 learners at an institution of higher education. The researchers used a focus group interview, journals and essays to observe learners' behaviour, to analyse their project designs and to assess their opinions and experiences with regard to the IWDP. An organised and structured instructional environment within the IWDP helped the teacher to promote technological problem solving. The teacher and learners acknowledged the components of the programme (for example, assessment criteria, range statements, performance indicators, pre-defined learner tasks and activities) in the project-based classroom. Practical and cognitive apprenticeship and experiential and situated learning were used to accommodate the problem-solving needs of learners. Learners indicated a need for a variety of tools and expert guidance in a peer-based collaborative learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01