Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1223
Title: Evaluating Lesson Design and Implementation within the ICAP Framework
Authors: Roscoe, Rod D.
Gutierrez, Pedro J.
Wylie, Ruth
Chi, Michelene T. H.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Roscoe, R. D., Gutierrez, P. J., Wylie, R., & Chi, M. T. (2014). Evaluating Lesson Design and Implementation within the ICAP Framework. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 972-976.
Abstract: The ICAP framework provides a theory of cognitive engagement based on overt learning activities that may inform instructional design. In ongoing work to investigate ICAP as a theoretically-grounded instructional design system, classroom teachers participated in a workshop to learn about the framework and design lessons at varying levels. In this paper, we consider how the ICAP framework can be used in the evaluative stages of the instructional design cycle to assess learning tasks and implementation. Using an example lesson from a language arts classroom, we describe the evaluation methodology, consider how analyses revealed potential disconnects between intention and implementation, and discuss how ICAP- based evaluations may advance the design cycle by informing future lesson plans.
URI: https://doi.dx.org/10.22318/icls2014.972
https://repository.isls.org//handle/1/1223
Appears in Collections:ICLS2014

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