首页> 外文学位 >The elicitation of systemic variables: A developmental study of the effectiveness of Engestrom's Cultural-Historical Activity Theory diagram as a model for problem structuring in the analysis domain of the instructional design process (Y. Engestrom).
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The elicitation of systemic variables: A developmental study of the effectiveness of Engestrom's Cultural-Historical Activity Theory diagram as a model for problem structuring in the analysis domain of the instructional design process (Y. Engestrom).

机译:系统变量的启发:对恩格斯特伦文化历史活动理论图作为教学设计过程分析领域中问题结构化模型的有效性的发展研究(Y.恩格斯特伦)。

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摘要

This study employed a Developmental Work Research (DWR) method to answer the question: during the analysis phase of the instructional design process, does the use of the CHAT diagram, following training on its use, elicit actions from novice instructional design students that reflect a systems perspective when framing a design problem?; Five novice designers in a graduate Educational Technology (ET) program at a major university were introduced to Cultural-Historical Activity Theory through a workshop format. Following the workshop, participants, working in small groups, structured an ID case study problem using the CHAT diagram as a framework.; The presence of actions reflecting a systems perspective was assessed according to the number of systemic variables and their interactions considered based on the CHAT diagram elements, and the frequency of specific problem-structuring skills exhibited. The primary findings indicated that all participants successfully employed the CHAT diagram to structure the case study from a systems perspective. Participants used the model to construct the problem space; communicate about the problem with their group members; and conceptualize a solution.; Findings indicated that all students had some degree of difficulty with CHAT terminology and concepts. A recommendation was made to teach the CHAT diagram in the context of its theoretical underpinnings to encourage the appropriation of theoretical concepts at the highest level. Findings emerged from an educational setting, and might differ in a more authentic ID setting.; Before participating in the CHAT Workshop, students completed a questionnaire regarding the difference between a systems and a systematic approach to ID. After participating in the workshop and problem-structuring activity, some students continued to reflect the confusion of terminology between systems and systematic approaches to ID as that found in the literature. A recommendation was made for ET educators to make a concerted effort to help students clarify the meaning and implications of these terms.
机译:这项研究采用了发展工作研究(DWR)方法来回答这个问题:在教学设计过程的分析阶段,在使用CHAT图之后,经过培训使用后,是否使用了CHAT图,引起了新手教学设计学生的行动,这些反映了以下内容:框架设计问题时的系统角度?通过研讨会形式,将一所主要大学的研究生教育技术(ET)计划中的五名新手设计师介绍给文化历史活动理论。研讨会结束后,与会人员分成小组,以CHAT图为框架,构造了一个ID案例研究问题。根据系统变量的数量及其在CHAT图元素的基础上考虑的相互作用,评估了反映系统观点的行动的存在,并展示了特定问题解决技能的频率。主要发现表明,所有参与者都成功地使用了CHAT图来从系统角度构建案例研究。参与者使用该模型构建问题空间;与小组成员就问题进行沟通;并构思解决方案。调查结果表明,所有学生在使用CHAT术语和概念时都有一定程度的困难。有人建议在其理论基础上讲授CHAT图,以鼓励在最高层次上运用理论概念。发现是从教育环境中得出的,在更真实的ID设置中可能有所不同。在参加CHAT研讨会之前,学生们完成了关于ID的系统和系统方法之间差异的调查问卷。在参加了研讨会和问题解决活动之后,一些学生继续反映出文献中发现的ID系统和系统方法之间的术语混淆。建议ET教育工作者共同努力,帮助学生弄清这些术语的含义和含义。

著录项

  • 作者

    Pacheco, Janice Elizabeth.;

  • 作者单位

    University of Northern Colorado.;

  • 授予单位 University of Northern Colorado.;
  • 学科 Education Technology.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 276 p.
  • 总页数 276
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 T-4;
  • 关键词

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