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Journal of Science Education and Technology
Erschienen in: Journal of Science Education and Technology 4/2009

01.08.2009

Design for Scalability: A Case Study of the River City Curriculum

verfasst von: Jody Clarke, Chris Dede

Erschienen in: Journal of Science Education and Technology | Ausgabe 4/2009

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Abstract

One-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention’s efficacy in a particular local situation. This paper presents a framework on how to design educational innovations for scalability through enhancing their adaptability for effective usage in a wide variety of settings. The River City multi-user virtual environment (MUVE), a technology-based curriculum designed to enhance engagement and learning in middle school science, is presented as a case study. To date over 250 teachers and 15,000 students throughout the United States and Canada have participated in the River City curriculum. Designers creating and evolving interventions can use this scaling framework to help them increase effectiveness, sustainability, and spread.
Vorheriger Artikel Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

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Literatur
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Clarke J, Dede C (2009) Visions of the future: learning and instructional technologies for the 21st century. In: Moller L (ed) Robust designs for scalability. Springer, New York, pp 27–48
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Dede C (2006) Scaling up: evolving innovations beyond ideal settings to challenging contexts of practice. In: Sawyer RK (ed) Cambridge handbook of the learning sciences. Cambridge University Press, Cambridge, pp 551–566
Dede C (2009) Immersive interfaces for engagement and learning. Science 323(5910):66–69CrossRef
Dede C, Honan J, Peters L (eds) (2005) Scaling up success: lessons learned from technology-based educational innovation. Jossey-Bass, New York
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Ketelhut DJ (2007) The impact of student self-efficacy on scientific inquiry skills: an exploratory investigation in River City, a multi-user virtual environment. J Sci Educ Technol 16(1):99–111. doi:10.​1007/​s10956-006-9038-y CrossRef
Ketelhut DJ, Clarke J, Nelson B, Dukas G (2008a) Using multi-user virtual environments to simulate authentic scientific practice and enhance student learning. In: Annetta LA (ed) Serious educational games: from theory to practice. Sense Publishers, Rotterdam, Netherlands
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Wiske MS, Perkins D (2005) Dewey goes digital: scaling up constructivist pedagogies and the promise of new technologies. In: Dede C, Honan J, Peters L (eds) Scaling up success: lessons learned from technology-based educational innovation. Jossey-Bass, San Francisco
Metadaten
Titel
Design for Scalability: A Case Study of the River City Curriculum
verfasst von
Jody Clarke
Chris Dede
Publikationsdatum
01.08.2009
Verlag
Springer Netherlands
Erschienen in
Journal of Science Education and Technology / Ausgabe 4/2009
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI
https://doi.org/10.1007/s10956-009-9156-4

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