ABSTRACT

Background

This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the course design on participants’ behavior and perceptions: student and teacher interviews, observations, and artifacts. Findings: The results reveal that almost all of the proposed design features stimulated the participants toward the intended enactment processes, which in turn yielded the intended learning outcomes. For instance, worked examples (i.e., design feature) not only engendered the production of artifacts that meet high standards (i.e., enactment process) because they clarify the task requirements, but also fostered a safe structure (i.e., enactment process) by providing an overall picture of the task. Contribution: The conjecture map resulting from this study provides a theoretical frame to describe, explain, and predict how specific course design features support vocationally educated adult learners (VEAL) in open-ended tasks, and assists those who aim to implement open-ended tasks in similar contexts.

中文翻译：

---

猜想映射以支持受过职业教育的成人学习者参加开放式任务

摘要

背景

该案例报告了一个教师教育课程，该课程旨在为具有职业教育背景的成年学习者提供支持，以完成开放式任务。推测映射用于识别最突出的设计功能，并测试这些课程功能是否，如何以及为何支持学习者。方法：受人种学方法的启发，持续参与和多个数据源可用来解释课程设计对参与者的行为和看法的影响：学生和老师的访谈，观察和人工制品。发现：结果表明，几乎所有拟议的设计功能都刺激了参与者朝着预期的制定过程发展，从而产生了预期的学习成果。例如，工作示例（即设计功能）不仅可以产生符合高标准的工件（例如，制定过程），因为它们阐明了任务要求，而且还通过提供一个安全的结构（例如，制定过程）来构建产品。任务的总体情况。贡献：本研究得出的猜想图提供了一个理论框架，用于描述，解释和预测特定的课程设计功能如何在开放式任务中支持职业教育的成人学习者（VEAL），并帮助那些旨在实现开放式任务的人在类似的情况下。