Abstract
Graduate schools often limit their courses in certain professional areas of the department, lacking cross-discipline, and facing the challenges of integrating with the industry’s practical applications. This study is to overcome the problems in the ideology of “Learning Community” and “Portfolio Assessment,” by the method of Teacher’s Action Research. We designed the research as two phases in a graduate class where most are interdisciplinary students. In the first phase, we focused on 11 students as research objects, and in the second phase, after fixing the curriculum direction, we focused on 7 students. This research found three results: 1. through the learning process, everyone, including the cross-disciplinary students, all have transformed from the beginning of an unfamiliar curriculum to the end that they can create works and conduct early childhood teaching experiments. 2. In the self-assessment form, participating students agreed that the curriculum model cultivated their “local-links” skills. 3. The curriculum helped students to integrate their abilities to implement a children’s digital game. Besides, by researching the network of families, schools, and communities, they can thoroughly integrate and analyze children’s digital games in localization thinking.
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Data Availability
“The data that support the findings of this study are available from the corresponding author upon request.”
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This research is funded by the MOE Ministry of Education, Taiwan (Project No: PED1090377).
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Tang, J.T. A Practical Action Research of Portfolio Assessment on Building the Learning Community for Graduate Students in Taiwan. Syst Pract Action Res 35, 555–578 (2022). https://doi.org/10.1007/s11213-021-09583-8
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DOI: https://doi.org/10.1007/s11213-021-09583-8