Best Practices in Project-Based Learning: Online Instructional Technology Courses and Emergency Remote Teaching

Jason Rosenblum

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Best Practices in Project-Based Learning: Online Instructional Technology Courses and Emergency Remote Teaching

机译：基于项目的学习中最佳实践：在线教学技术课程和紧急远程教学

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A retrospective case study design was used to analyze online instructional technology courses at two US universities. A project-based learning design model was used for both complete online delivery and emergency remote teaching formats. Although deep areas of scholarship exist for online learning, project-based learning, and digital media literacies, research in the area of project-based learning designs to support technical learning in online courses is nascent. A review of these areas of literature is presented, and results from this case analysis are presented as recommendations to faculty who wish to design project-based learning for online technical courses, or for those who are planning emergency remote teaching conversions for similar technical courses.

机译：回顾性案例研究设计用于分析两个美国大学的在线教学技术课程。基于项目的学习设计模型用于完整的在线交付和紧急远程教学格式。虽然在线学习的深度奖学金，以项目为基础的学习和数字媒体文学，在基于项目的学习设计领域的研究，以支持在线课程中的技术学习是新生的。提出了对这些文献领域的审查，并提出了这种情况分析的结果作为希望为在线技术课程设计基于项目的学习的教师的建议，或者为类似技术课程规划紧急远程教学转换的人。

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《International Journal of Digital Literacy and Digital Competence》 |2020年第1期|1-30|共30页
作者
Jason Rosenblum;
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作者单位

The University of Texas at Austin;

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原文格式 PDF
正文语种 eng
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关键词
Connected Learning; Covid-19; Design Thinking; Fink; Instructional Design; Ito; Online Learning; Retrospective Case; Stanford; Synchronous; Taxonomy of Significant Learning; UC Irvine;

机译：连接学习;Covid-19;设计思维;Fink;教学设计;ITO;在线学习;回顾性案例;斯坦福;同步;重大学习的分类;UC IRVINE;

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Best Practices in Project-Based Learning: Online Instructional Technology Courses and Emergency Remote Teaching

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