![]() ![]() ![]() Design/methodology/approach – Through the use of a survey, discourse analysis, and grounded theory, we examined how teachers used the web site and how best to foster regular and inclusive participation. The purpose of this paper is to describe the lesson study context and share results of the investigation and affordances of the web site. Within a lesson study context, we designed and utilized a web site to support and extend collaboration among teachers of mathematics at 26 school sites across two school districts. ![]() WHO USES INTERNET ARCHIVE BOOKREADER OSS PROFESSIONALIn general, US teachers’ professional lives are constrained by a lack of time for planning and observation. Purpose – Lesson study in the USA provides a space for teachers to discuss classroom teaching with a goal of improving student learning. They may also be relevant to web design at other levels, for example for undergraduates. They are broadly in line with existing design guidelines but add to our knowledge about school students’ use of the web and about designing web-based learning materials. These findings informed design of the taster course site. They emerged as sensitive readers of web content, visually aware and with clear views on how text should be presented. They liked them for their visual attributes, usability, interactivity, support for schoolwork and for their cultural and heritage associations, as well as their content and functionality. Students nominated search engines and academic sites, sites dedicated to hobbies, enthusiasms, youth culture and shopping. To explore the reasons, two focus groups were conducted and student feedback on the developing taster course site was collected. They were invited to include recreational sites and told that their answers could help with web design for the taster courses. 687 school students, aged 14-18, were asked to identify a web site that they liked and to state their main reason for liking it. The findings presented arise from exploratory research, undertaken to inform the design of a selection of web-based taster courses for less widely taught languages. One such strategy is to create ‘taster’ courses in languages, for potential university applicants. Faced with reduced numbers choosing to study foreign languages (as in England and Wales), strategies to create and maintain student interest need to be explored. ![]()
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