Current Issue

Design Process for Contextualized Learning: Deconstructing Abstract Knowledge into Tangible Tasks

Zih-Yun CHEN, Ottavia HUANG, and Ding-Bang LUH
IJCCI volume 5, issue 2, 2018

The shift to knowledge-based economy has created new demands in education. The educational thinking has inclined to student-centered approaches where contextualized learning and diversification of knowledge delivery are required to fit with students’ characteristics, interests, and abilities; requiring more creative efforts from teachers to create a meaningful learning experience. This study proposes design tools for contextualized learning, a practical tool for teachers to transform abstract knowledge into tangible tasks in five steps: (1) extraction, (2) classification, (3) deconstruction, (4) task selection, (5) creation of metaphor. The method was implemented to redesign paper-based test of a fifth-grade course module into a task-based test. The results indicated that: (1) the method served as a standardized framework for teachers in their creative process, therefore reducing the efforts to redesign and diversify test materials; (2) the task-based test engaged students in in-depth learning than the paper-based test; (3) the use of method facilitated a student-centered learning environment which motivated teachers and students. The method can be used a creative and practical tool to assist teachers to effectively plan and diversify instructional materials.

 

Keywords: Knowledge deconstruction, Design method, Contextualized learning, Task-based learning

Category: Glocal Perspective