Designing a Framework for Information Literacy Gamified Online Tutorial Based on Self-Determination Theory (original) (raw)
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A basis for designing digital library maturity model: Meta-synthesis method application
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Digital Library (DL) development is faced with many challenges which cannot be overcome all at once. In such cases which are so complex, maturity models are utilized. In a maturity model, features of a phenomenon are classified into few levels so that improving or realizing the features of each level is the prerequisite of going to the next level. DL can also be approached by maturity model more efficiently and effectively. Since the maturity model for DL has not been designed yet, first, a literature review of the DL and maturity models using a qualitative approach and meta-synthesis method was done. According to the findings of the literature review, the maturity characteristics of DL are proposed to be a basis for designing DL maturity model. Since the concept of maturity and DL is extensive and has several dimensions, meta-synthesis has been found as a suitable method for comprehensive integration of the models offered in other areas with the existing literature in the field of ...
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مقدمه: اهمیت و ضرورت طراحی الگوی مفهومی برنامه درسی از مسائل مهم نظام آموزشی یک کشور است. با توجه به وضعیت نظام آموزشی موجود که بتوان از یک الگوی مفهومی جامع در همه سطوح و پایه‌ها برای طراحی و تدوین یک برنامه درسی استفاده کرد وجود ندارد؛ لذا این پژوهش بنادارد که یک الگوی مفهومی برنامه درسی جامع ارائه نماید. روش کار: در این تحقیق از روش پژوهش کیفی و از نوع سنتزپژوهی که یکی از روش‌های تحقیق در برنامه درسی است؛ استفاده شده است. سه مرحله اصلی در این روش مورد استفاده قرار گرفته است. منابع مورد مطالعه، تمام کتاب‌ها و سایر منابعی است که در طراحی الگوی مفهومی تأثیر دارد استفاده شده است. یافته‌ها: در این پژوهش تعاریف برنامه درسی، سطوح آن، نقش تصمیم گیرندگان و مراحل برنامه درسی (طراحی، اجرا و ارزشیابی) که با توجه به سؤالات تحقیق بوده مورد بررسی قرار گرفته است. به هر یک از کلیدواژه‌ها و نقش آن در طراحی الگوی مفهومی برنامه درسی پرداخته شده است. نتیجه‌گیری: در پایان، یک الگوی مفهومی برنامه درسی طراحی شده است که در آن تمامی عناصر و مؤلفه‌های مهم یک الگوی برنامه درسی، بررسی شده است. از سویی کاربرد این الگو برای تمامی دوره‌های رسمی و غیررسمی، بلندمدت و کوتاه مدت و ثابت و متغیر، با توجه به استفاده برای مخاطبین عمومی و خاص وجود دارد. واژه‌های کلیدی: الگوی مفهومی، سطوح برنامه درسی، تصمیم گیرندگان برنامه درسی، طراحی برنامه درسی، اجرای برنامه درسی، ارزشیابی برنامه درسی.
Middle Eastern Journal of Disability Studies, 2017
Author Address 1. Department of Psychology branch, Islamic Azad University, Isfahan (Khorasgan) branch, Isfahan, Iran; 2. Associate professor Department of statistics, University of Isfahan, Isfahan, Iran; 3. Associate professor of children with special needs, Department of children with special needs, University of Isfahan, Isfahan, Iran; 4. Associate professor, Islamic Azad University, Isfahan (Khorasgan) branch, Isfahan, Iran; 5. Professor, Islamic Azad University, Isfahan (Khorasgan) branch, Isfahan, Iran. *Corresponding Author Address Islamic Azad University, Isfahan (Khorasgan) branch, Isfahan, Iran. *Tel: 09137723258; *E-mail: Asbaghimaryam@gmail.com