ISBN:
9781441985170
,
1283621800
,
9781283621809
Language:
English
Pages:
Online-Ressource (XVI, 321 p. 90 illus., 76 illus. in color, digital)
Series Statement:
Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 4
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T. Conole, Gráinne Designing for learning in an open world
Keywords:
Educational psychology
;
Education
;
Education
;
Educational psychology
;
Internet in higher education
;
Administration
;
Computerunterstütztes Lernen
;
Neue Medien
;
Lernumwelt
Abstract:
Designing for Learning in an Open World provides specific information and research for acquiring the requisite skills to both design and support learning opportunities that harness the potential of available technologies. Further, Designing for Learning in an Open World proposes new, innovative learning pathways, created to empower learners to blend formal educational offerings with free resources and services. The new approach and new pathways suggested by the author force readers to rethink the entire instructional design process, enabling both teachers and learners to take into account a blended learning context, now the norm in our modern educational environment
Abstract:
The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills dont necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive learning pathways to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.
Description / Table of Contents:
Designing for Learningin an Open World; Foreword; Preface; Contents; Chapter 1: Introduction; Overview; The Context of Modern Education; The Nature of Educational Technology; Today's Learners; The Need for a New Learning Design Methodology; Learning Design: A De fi nition; Audience; Structure of the Book; The Process of Writing the Book; References; Chapter 2: Theory and Methodology: The Interdisciplinary Nature of the Field; Introduction; De fi nitions; Researchers' Home Disciplines; The Nature of Theory; Theoretical Perspectives; Cultural-Historical Activity Theory (CHAT)
Description / Table of Contents:
Communities of PracticeActor-Network Theory; Cybernetics and Systems Thinking; Methodological Approaches; Content Analysis; Ethnography; Case Studies; Action Research; Evaluation; Choosing an Appropriate Methodology; In fl uences, Beliefs and Theoretical Perspectives; Interdisciplinarity and TEL Research; Conclusion; References; Chapter 3: Related Research Fields; Introduction; Instructional Design; The Learning Sciences; Learning Objects and Open Educational Resources; Pedagogical Patterns; Professional Networks and Support Centres; Conclusion; References
Description / Table of Contents:
Chapter 4: Open, Social and Participatory MediaIntroduction; The Changing Digital Landscape of Education; A Review of New Technologies; The Characteristics of New Technologies; The Impact of Web 2.0 Technologies; The Use of Web 2.0 Technologies in Education; Impact on Practice; A Review of Web 2.0 Tools and Practice; Learning Spaces; Conclusion; References; Chapter 5: Mediating Artefacts; Introduction; The Origins of the Concept of Mediating Artefacts; Capturing and Representing Practice; Examples of Mediating Artefacts; Understanding Learning Activities Through Mediating Artefacts
Description / Table of Contents:
Meta-mediating ArtefactsActivity Theory; An Illustrative Example of the Application of This Approach; Teacher A: The Design Phase; Learner A: Use Scenario 1-Beginners' Route; Learner B: Use Scenario 2-Advanced Route; Teacher B: Use Scenario 3-Repurposes; Conclusion; References; Chapter 6: Affordances; Introduction; De fi nitions of the Term; ICT Affordances; The Co-evolution of Tools and Users; Collaboration; Re fl ection; Interaction; Dialogue; Creativity; Organisation; Inquiry; Authenticity; Constraints; Conclusion; References; Chapter 7: Design Languages and Learning Design; Introduction
Description / Table of Contents:
The Challenges of Designing for LearningPractitioners' Approaches to Design; Repurposing an Open Educational Resource; Design Languages; Design Notation in Music, Architecture and Chemistry; Musical Notation; Architectural Notation; Chemical Notation; Learning Design; De fi ning Learning Design; The Origins of Learning Design; A Spectrum of Learning Design Languages; The Open Learning Design Methodology; The OU Learning Design Initiative; Design-Based Research (DBR); The OULDI Learning Design Methodology; Conclusion; References; Chapter 8: Design Representations; Introduction
Description / Table of Contents:
Types of Representation
Note:
Description based upon print version of record
DOI:
10.1007/978-1-4419-8517-0
URL:
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