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首页> 外文期刊>International journal of technology diffusion >Creative Design of Interactive eLearning Activities and Materials (IEAM): A Psycho-Pedagogical Model
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Creative Design of Interactive eLearning Activities and Materials (IEAM): A Psycho-Pedagogical Model

机译：交互式电子学习活动和材料（IEAM）的创意设计：心理教育模型

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The research objective was to develop a psycho-pedagogical model for designing creative Interactive eLearning Activities and Materials (IEAM). To achieve this purpose, the developmental research methodology was implemented through three main stages: systematic design, systematic development, and evaluation. In the systematic designphase, a list of educational and creative design standards of interactive eLearning activities and materials was developed. In the systematic development phase, the main components of the proposed model were created. The main components (domains) of the proposed model that should be implemented in developing eLearning activities and materials were: Knowledge Domains and Classifications, Pedagogical Techniques and Strategies, eLearning Tools and Media, Pedagogical Standards of Interactive Activities, Creativity Processes, and Mental Knowledge Structure. In the evaluation phase, a mixed approach of Focus Group Interview (FGI) and Case Study was implemented to validate the proposed model on a micro level. The final model was refereed by three full professors specialized in: Curriculum and Instruction, Instructional Technology and eLearning, and Cognitive Psychology. The findings of this study revealed that the proposed model could be a supporting metaphor for creative design of interactive eLearning and distance learning activities and materials. This model is also a starting point for studies, which intend to understand and apply creative design of eLearning activities and materials. It is recommended to have online instructors and e-Courses 'instructional designers get trained on implementing this model to increase the quality of designing eLearning courses.
机译：研究目的是开发一种心理教育模型，以设计创意的交互式电子学习活动和材料（IEAM）。为了达到这个目的，通过三个主要阶段实施了开发研究方法：系统设计，系统开发和评估。在系统设计阶段，制定了交互式电子学习活动和材料的教育和创新设计标准清单。在系统开发阶段，创建了所建议模型的主要组件。在开发电子学习活动和材料时应实施的提议模型的主要组成部分（领域）是：知识领域和分类，教学技术和策略，电子学习工具和媒体，互动活动的教学标准，创造力过程和心理知识结构。在评估阶段，采用了焦点小组访谈（FGI）和案例研究的混合方法来从微观层面验证所提出的模型。最终的模型由三位专门研究以下课程的正教授所推荐：课程与教学，教学技术与电子学习以及认知心理学。这项研究的发现表明，提出的模型可能是交互式电子学习和远程学习活动及材料的创意设计的一个支持隐喻。该模型也是研究的起点，旨在了解和应用电子学习活动和材料的创意设计。建议让在线讲师和电子课程的教学设计师接受有关实施此模型的培训，以提高设计电子学习课程的质量。

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