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Teachers as researchers and teachers as software developers: how use-case analysis helps build better educational software

Carmichael, P. (2003) Teachers as researchers and teachers as software developers: how use-case analysis helps build better educational software. The Curriculum Journal, 14 (1). pp. 105-122. ISSN 0958-5176

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To link to this article DOI: 10.1080/0958517032000055983

Abstract/Summary

A series of government initiatives has raised both the profile of ICT in the curriculum and the expectation that high quality teaching and learning resources will be accessible across electronic networks. In order for e-learning resources such as websites to have the maximum educational impact, teachers need to be involved in their design and development. Use-case analysis provides a means of defining user requirements and other constraints in such a way that software developers can produce e-learning resources which reflect teachers' professional knowledge and support their classroom practice. It has some features in common with the participatory action research used to develop other aspects of classroom practice. Two case-studies are presented: one involves the development of an on-line resource centred on transcripts of original historical documents; the other describes how 'Learning how to Learn', a major, distributed research project funded under the ESRC Teaching and Learning Research Programme is using use-case analysis to develop web resources and services.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education
ID Code:12501
Uncontrolled Keywords:Use-case Analysis, Metadata, Educational Software, Action Research , e-learning

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