ABSTRACT

To promote and enhance self-determination, the Self-Determined Learning Model of Instruction (SDLMI) was developed for teachers to teach students the skills needed to engage in goal-directed actions. The SDLMI was originally designed to be delivered by teachers, but technologies are emerging that can provide an alternative medium to delivering instructional content and promoting individualised learning experiences. This study: (a) describes the iterative development of the Goal-Setting Challenge (GSC) App, which ‘translates’ the SDLMI into a web-based platform; and (b) shares findings from focus groups with students and teachers to support student engagement with the App with a focus on usability and feasibility. The first phase of an iterative multi-year project to develop the GSC App for students with disabilities is described. Two themes (motivation and engagement, modifications and accessibility) emerged from participant focus groups and informed iterative development. Limitations and implications for future research and practice are discussed.

摘要

为了促进和加强自我决定，教师开发了自主学习教学模式 (SDLMI)，以教授学生参与目标导向行动所需的技能。SDLMI 最初设计为由教师提供，但正在出现的技术可以提供替代媒介来提供教学内容和促进个性化的学习体验。本研究： (a) 描述了目标设定挑战 (GSC) 应用程序的迭代开发，该应用程序将 SDLMI“翻译”为基于网络的平台；(b) 与学生和教师分享焦点小组的调查结果，以支持学生参与应用程序，重点关注可用性和可行性。描述了为残疾学生开发 GSC 应用程序的迭代多年项目的第一阶段。参与者焦点小组和知情的迭代开发出现了两个主题（动机和参与、修改和可访问性）。讨论了对未来研究和实践的限制和影响。