Designing a system to support curriculum design and student learning: 
understanding by design and flipped classrooms
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Author
Society for Information Technology & Teacher Education International Conference, Mar 05, 2017 in Austin, TX, United States ISBN 978-1-939797-27-8
Abstract
While education systems have begun shifting to a learner-centered paradigm, many middle schools in my local area remain in the teacher-centered paradigm. Taiwan's Ministry of Education recently proposed a key competencies framework, considered a learner-centered movement. Thus, this research project aims to develop an online system to support teachers' curriculum design and students' learning with a focus on the learner-centered paradigm of education. Design-based research is conducted through a close collaboration between the researcher and the local teachers to develop and refine the design theory. This paper presents the initial design principles to support (1) teachers' use of the understanding by design framework (Wiggins & McTighe, 2005) (2) students' self-directed learning by making performance tasks, roadmaps, learning resources (e.g. clips), and formative assessments available (3) collaboration by establishing a performance tasks bank. The initial findings will be presented.
Citation
Lin, C.Y. (2017). Designing a system to support curriculum design and student learning: 
understanding by design and flipped classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 671-676). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/177344.
© 2017 AACE