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Volume 5, Issue 9 (9-2017)
Abstract

The present research aims to determinate the innovation indicators Teaching-learning activities of Curricula based on Constructivism and their application in Isfahan Art University. Qualitative and quantitative methods have been used. The statistical population was the qualitative part of all authorities in education and art education of whom 19 were purposefully selected as samples. The statistical population in the quantitative part consisted of MA and PhD students of Isfahan Art University whom 285people were randomly selected. The research data's were collected from semi-structured interview and realized questionnaires The results of the qualitative part that the most important innovation indicators in Teaching-learning activities consist of: Experimental approach in curriculum planning, attention to the Self- directed, According to the thinking skills., continuous and quality Evaluation, According to the Artist principles of dialogue and discovery-based learning and Application of new knowledge in the field of view and analysis of works of art. The application of innovation indicators” is less than the average. So, holding educational courses, using the experiences of the arts faculty and art experts, continuous review of curriculum based on constructivism indices, are useful factors in improving and innovating Art curricul.

Ms. Zohreh Gharaei, Dr. Saeed Ketabi, Dr. Mansoor Tavakoli,
Volume 5, Issue 10 (3-2018)
Abstract

This study was conducted to remedy the shortcomings of the curriculum that the authors had developed for the course Consecutive Interpreting. The curriculum had been designed adopting a social constructivist framework and implemented for a semester to detect the imperfections. Since the main problems centered on the paucity of learners' interactions and the limitedness of the existing interactions to few learners, the face-to-face class was complemented with an online class on Moodle. The blended design was implemented for another semester to evaluate its efficiency in solving the problems. Three public forums were used for discussions. The study revealed that Forum is an efficient module in enhancing interactions. Besides, the differences between the mean participation rate of students with different gender, age and semester of entrance turned out not to be significant, indicating that such variations in the online class had not been barriers hindering learners from getting into interaction.    



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