Inhaltliche Zusammenfassung: | Preliminary Material /Marcelo Maina , Brock Craft and Yishay Mor -- Reflections on the Art and Science of Learning Design and the Larnaca Declaration /James Dalziel -- Analysing the Structural Properties of Learning Networks /Peter Goodyear , Kate Thompson , David Ashe , Ana Pinto , Lucila Carvalho , Martin Parisio , Paul Parker , Beat Schwendimann , Dewa Wardak and Pippa Yeoman -- Concretization of Design Ideas in the Context of Educational Technology Design /Tamar Ronen-Fuhrmann and Yael Kali -- A Multi-Dimensional Space for Learning Design Representations and Tools /Francesca Pozzi , Donatella Persico and Jeffrey Earp -- Toward Relevant and Usable TEL Research /Susan McKenney -- Introducing the Collaborative e-Learning Design Method (COED) /Thomas Ryberg , Lillian Buus , Tom Nyvang , Marianne Georgsen and Jacob Davidsen -- Double Loop Design /Steven Warburton and Yishay Mor -- Towards a Principled Approach to Evaluating Learning Design Tools /Elizabeth Masterman -- Why Has IMS Learning Design Not LED to the Advances Which Were Hoped for? /Timothy Goddard , David Griffiths and Wang Mi -- A Critical Review of IMS Learning Design /Daniel Burgos -- OpenGLM /Michael Derntl -- Reflections on Developing a Tool for Creating Visual Representations of Learning Designs /Andrew Brasher and Simon Cross -- The e-Design Template /Helen Walmsley -- LdShake and the “Biologia en Context” Teacher Community across High Schools /Davinia Hernández-Leo , Pau Moreno , Mar Carrió , Jonathan Chacón and Josep Blat -- ISiS and ScenEdit /Valérie Emin and Jean-Philippe Pernin.
We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just “from sage on the stage to guide on the side” but, as more and more voices insist, as “designers for learning”. The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development. The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself |
