Conference paper
Reflecting on didactic metadata of learning sequences
Re(s)sources of 2018 International Conference (France, Lyons, 28/May/2018 - 30/May/2018)
25/May/2018
Abstract
With the emergence of e-textbooks, together with expectations to integrate technology in instruction, teachers are coming to take an active role in designing the curriculum they teach. In orderto maintain instructional coherence, teachers need to develop sensitivity to various didactical aspects of the curriculum. We suggest the use of novel tools for tagging didactic metadata of learning resources, and for representing learning sequences from the perspective of this metadata. We report on an ongoing experiment with practicing teachers. Over a period of several weeks, participating teachers tag all of the learning objects that they use in class, construct various representations of the taught curriculum, highlighting different didactic aspects of the sequence, and reflect on the instructional coherence of the sequence in light of these representations. We ask what effect this intervention may have on teachers’ pedagogical design capacity.
Details
- Title
- Reflecting on didactic metadata of learning sequences
- Creators
- Jason Cooper (null) - 972WIS_INST___78Shai Olsher (null) - University of HaifaMichal Yerushalmy (null) - University of Haifa
- Resource Type
- Conference paper
- Publication Details
- 25/May/2018
- Language
- English
- Conference
- Re(s)sources of 2018 International Conference (France, Lyons, 28/May/2018 - 30/May/2018)
- Grant note
- The work reported herein was supported by the Ministry of Science, Technology and Space, grant number 3-12946. The authors wish to thank M. Adil Yalçın from Keshif LLC for his generous contribution to the development of the representation tools.
- Record Identifier
- 993265797903596
Metrics
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