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dc.contributor.authorLin, Hsien-Ta
dc.contributor.authorFishman, Barry
dc.date.accessioned2019-07-20T23:17:23Z
dc.date.accessioned2020-01-09T16:07:12Z-
dc.date.available2019-07-20T23:17:23Z
dc.date.available2020-01-09T16:07:12Z-
dc.date.issued2009-06
dc.identifier.citationLin, H. & Fishman, B. (2009). Scaffolding teacher adaptation by making design intent explicit. In Dimitracopoulou, A., O'Malley, C., Suthers, D., & Reimann, P. (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Community Events Proceedings (pp. 159-161). Rhodes, Greece: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2009.2.159
dc.identifier.urihttps://repository.isls.org//handle/1/3041-
dc.description.abstractFostering adaptations that are congruent with designers' original intentions is a constant challenge. In this paper, we explore a technology-facilitated means of scaffolding teacher adaptation of curriculum materials design. We found that teachers are able to inspect multiple aspects of connections within and between lessons and the consequences of their modifications. This study informs the design of environments that aim to support mutual understanding between teachers and curriculum designers with respect to curriculum coherence.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleScaffolding teacher adaptation by making design intent expliciten_US
dc.typePostersen_US
Appears in Collections:CSCL 2009

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