ERIC Number: EJ897863
Record Type: Journal
Publication Date: 2010-Oct
Abstractor: As Provided
Reference Count: 73
The Development of SCORM-Conformant Learning Content Based on the Learning Cycle Using Participatory Design
Su, C. Y.; Chiu, C. H.; Wang, T. I.
Journal of Computer Assisted Learning, v26 n5 p392-406 Oct 2010
This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model-conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e-learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e-learning materials. PD is an approach that understands "knowledge by doing" and focuses on collaborating with the intended users rather than designing "for" them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e-learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e-learning materials for elementary science instruction.
Descriptors: Electronic Learning, Constructivism (Learning), Elementary School Science, Learning Processes, Science Teachers, Science Instruction, Science Education, Teaching Methods, Educational Cooperation, Instructional Design, Computer Software, Instructional Development, Metadata, Science Materials, Instructional Materials
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A