Expansive framing as pragmatic theory for online and hybrid instructional design
Expansive framing as pragmatic theory for online and hybrid instructional design
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扩展框架作为在线和混合教学设计的实用理论
DOI：
10.1007/s11423-020-09759-4
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Andrews, Christopher D.
中科院分区：
文献类型：
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作者：
Hickey, Daniel T.;Chartrand, Grant T.;Andrews, Christopher D.
本文探讨了教学应如何构建（即情境化）的复杂问题。美国国家研究委员会的报告揭示了专家们的广泛共识，即大多数教学应以问题、示例、案例和插图为框架。这种框架被认为可以帮助学习者将新知识与更广泛的“现实世界”知识联系起来，激励持续参与，并确保学习者能够将他们的新知识转移到后续的环境中。然而，不同的学习理论导致了关于何时引入此类框架以及如何创建此类框架的不同假设。本文展示了当代情境学习理论如何主张框架应该（a）在教学内容之前引入，（b）由学习者自己生成，（c）用于与课程界限之外的人、地点、主题和时间建立联系，以及（d）用于将学习者定位为作者，让自己和同伴对自己参与学科话语负责。这种扩展的框架方法有望支持对富有成效（即日益复杂、提出新问题、认识困惑、建立新联系等）和生成性（即支持可能在广泛的后续教育、专业、成就和个人环境中有用和使用的可转移学习）的学科内容的参与。提出了一个称为参与式学习和评估（PLA）的框架，该框架将广泛的框架参与嵌入到不断增加的正式评估的多个级别中。本文首先将 PLA 总结为充满理论的设计原则。然后，它将 PLA 呈现为另外 14 个规定性步骤，有些人可能会发现这些步骤更容易实施，让他们可以边做边学。在在线和混合中学、本科生、研究生和技术课程中使用这种方法的基于设计的研究扩展计划的几门课程中提供了示例。
This article explores the complex question of how instruction should beframed(i.e., contextualized).Reports from the US National Research Council reveal a broad consensus among experts that most instruction should be framed with problems, examples, cases, and illustrations. Such framing is assumed to help learners connect new knowledge to broader “real world” knowledge, motivate continued engagement, and ensure that learners can transfer their new knowledge to subsequent contexts. However, different theories of learning lead to different assumptions aboutwhensuch frames should be introduced andhowsuch frames should be created. This article shows how contemporary situative theories of learning argue that frames should be (a) introduced before instructional content, (b) generated by learners themselves, (c) used to make connections with people, places, topics, and times beyond the boundaries of the course, and (d) used to position learners as authors who hold themselves and their peers accountable for their participation in disciplinary discourse. Thisexpansiveapproach to framing promises to support engagement with disciplinary content that is productive (i.e., increasingly sophisticated, raising new questions, recognizing confusion, making new connections, etc.) and generative (i.e., supporting transferable learning that is likely to be useful and used in a wide range of subsequent educational, professional, achievement, and personal contexts). A framework called Participatory Learning and Assessment (PLA) is presented that embeds expansively framed engagement within multiple levels of increasing formal assessments. This paper first summarizes PLA as theory-laden design principles. It then presents PLA as fourteen more prescriptive steps that some may find easier to implement, allowing them to learn as they go. Examples are presented from several courses from an extended program of design-based research using this approach in online and hybrid secondary, undergraduate, graduate, and technical courses.
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DOI：
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发表时间：
2013
期刊：
影响因子：
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作者：
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影响因子：
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DOI：
10.1017/9781316823279.011
发表时间：
2019
期刊：
The Cambridge Handbook of Motivation and Learning
影响因子：
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作者：
D. Hickey;Katerina Schenke
通讯作者：
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DOI：
10.1007/978-94-007-2515-7_1
发表时间：
2012
期刊：
J. Educ. Technol. Soc.
影响因子：
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作者：
C. Hmelo‐Silver;Catherine Eberbach
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