Towards a Community Incubator: The ICAP Design Framework for Social Constructivist Educational Designers
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 54.205.179.155).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
EdMedia + Innovate Learning, Jun 30, 2008 in Vienna, Austria ISBN 978-1-880094-65-5
Abstract
This paper highlights the often-mentioned mismatch between the more social constructivistic oriented pedagogy and the traditional instructional design model. Such a framework is important as a design process relevant to the work of CSCL. Any attempt trying to apply the traditional Instructional Design approaches (e.g., ADDIE) to social constructivist learning in CSCL contexts such as the community of learners approach is fundamentally flawed because the two stem from different assumptions of knowledge and philosophies of pedagogy. Based on a modified Activity Theory, we propose the ICAP (Identity, Community, Activity and Personal) design framework for social constructivist oriented approaches to educational design as an alternative to this mismatch. A case example of how ICAP is applied to designing a postgraduate degree program is reported.
Citation
Chen, D.T. & Hung, D. (2008). Towards a Community Incubator: The ICAP Design Framework for Social Constructivist Educational Designers. In J. Luca & E. Weippl (Eds.), Proceedings of ED-MEDIA 2008--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2338-2347). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/28692.
© 2008 AACE