Research-Based Instructional Design: It's Harder Than You Think!
PROCEEDING
Brooke Blanks, Radford University IMPACT Lab, United States ; Anthony Dove, Matthew Dunleavy, Radford University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
A primary goal of Project ASSET is to leverage principles of learning sciences to develop online, self-paced, competency-based education (CBE) micro-credentials to increase the number of highly effective educators in K-12 high-need schools in rural Appalachia. In this session, our team will share our evolving understanding of collaborative best practices in content expertise, instructional design, assessment, and asynchronous learning tools to design meaningful and effective asynchronous learning science-based professional development experiences for working teachers in rural communities.
Citation
Blanks, B., Dove, A. & Dunleavy, M. (2019). Research-Based Instructional Design: It's Harder Than You Think!. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1346-1347). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/primary/p/207820/.
© 2019 Association for the Advancement of Computing in Education (AACE)
References
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- the IMPACT presentation Best Practices.pptx (Access with Subscription)
