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CILT Design Principles DatabaseDesigning effective curricula, whether or not it is technology-based, is a complicated task and involves a longitudinal iterative process of design-implementation-research. Technology-based curriculum designers are faced with an added difficulty—the lack of guidance about how to translate existing knowledge in the learning sciences into effective software features. Traditional reports about design efforts usually focus on successful artifacts rather than on lessons learned throughout the process, including the less successful iterations. Several attempts have been made to abstract design processes and provide guidelines that can apply to other contexts, yet there lacks a common vocabulary or agreement regarding the relevant forms of evidence necessary for designers to build on each other's experiences. CILT post-doctoral researchers Yael Kali, Michele Spitulnik, and Nathan Bos have worked to meet this challenge by bringing together designers from diverse projects and institutions to come up with a mutual framework for communicating and synthesizing design practices. The outcome of these collaborations is an online database that provides an infrastructure for the broad community of educational designers to browse, publish, connect, and discuss their design principles with peer designers. Go to CILT Design Principles Database | ||||
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SRI International |
The Concord Consortium |
Stanford University |
University of California Berkeley |
Vanderbilt University
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