Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3317
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dc.contributor.authorChen, Der-Thanq
dc.contributor.authorHung, David
dc.date.accessioned2019-07-20T23:49:27Z
dc.date.accessioned2020-01-09T18:38:01Z-
dc.date.available2019-07-20T23:49:27Z
dc.date.available2020-01-09T18:38:01Z-
dc.date.issued2007-07
dc.identifier.citationChen, D. & Hung, D. (2007). Towards a Community Incubator: The ICAP Design Framework for Social Constructivist Educational Designers. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 124-127). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.124
dc.identifier.urihttps://repository.isls.org//handle/1/3317-
dc.description.abstractThis paper highlights the often-mentioned mismatch between the more social constructivistic oriented pedagogy and the traditional instructional design model. Such a framework is important as a design process relevant to the work of CSCL. Any attempt trying to apply the traditional Instructional Design approaches (e.g., ADDIE) to social constructivist learning in CSCL contexts such as the community of learners approach is fundamentally flawed because the two stem from different assumptions of knowledge and philosophies of pedagogy. Based on a modified Activity Theory, we propose the ICAP (Identity, Community, Activity and Personal) design framework for social constructivist oriented approaches to educational design as an alternative to this mismatch. A case example of how ICAP is applied to designing a postgraduate degree program is reported.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleTowards a Community Incubator: The ICAP Design Framework for Social Constructivist Educational Designersen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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