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ERIC Number: EJ880134
Record Type: Journal
Publication Date: 2010-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
Conceptualizing a Narrative Simulation to Promote Dialogic Reflection: Using a Multiple Outcome Design to Engage Teacher Mentors
McCrary, Nancye E.; Mazur, Joan M.
Educational Technology Research and Development, v58 n3 p325-342 Jun 2010
Experienced teachers, tasked with mentoring, often find themselves inundated with large amounts of didactic information as they prepare for guiding new interns. In an effort to develop training that would both prepare new mentors and revitalize experienced mentors, a state Educational Professional Standards Board enlisted the help of instructional designers to develop an innovative online course. The focal point of the course design is a narrative simulation, embedded with standards-based information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection. Theoretical and practical considerations for conceptualizing this multiple outcome strategy, quality review components and design specifications are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A