Theoretical Model

The curriculum topics alone illustrate relatively little of the pedagogy, which lies at the heart of our design.

In developing these courses, we have made sure that they contribute to each of the three elements of fluency with information technology as identified by the National Research Council: intellectual capabilities, fundamental concepts, and contemporary skills.

The content is presented through project based instruction and follows the following design principles:

1. Defining learning-appropriate goals that lead to deep understanding.
   
   
2. Providing scaffolding such as embedded teaching, teaching tools, sets of contrasting cases, and beginning with problem-based learning activities before initiating projects.
   
   
3. Ensuring multiple opportunities for formative self-assessment and revision.
   
   
4. Developing social structures that promote participation and sense of agency.

These principles are defined in: Barron, Brigid, et. al (1998). "Doing with understanding: Lessons from research on problem and project-based learning," Journal of Learning Sciences, 7, 271-311.

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