Examining how research-informed design knowledge is created, represented and used in educational research and innovation projects, this book offers theoretical, methodological, and practical guidance on how to (and how not to) create, represent and (re)use research-informed design principles.
Examining how research-informed design knowledge is created, represented and used in educational research and innovation projects, this book offers theoretical, methodological, and practical guidance on how to (and how not to) create, represent and (re)use research-informed design principles.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Inger-Marie Falgren Christensen is an Assistant Professor at the Department of Design, Media and Educational Science at the University of Southern Denmark. Using a design-based research approach, she undertakes research in the field of learning, design, and technology in higher education. Her current research involves collaboration with teachers, students, and other stakeholders around the development and evaluation of learning designs for the integration of computational thinking in the humanities and social sciences. Lina Markauskaite is a Professor of Learning Sciences at The University of Sydney, Australia. Her research projects have been mainly concerned with understanding the nature of complex professional knowledge work and learning, and how human capabilities are entangled with digital technologies. Nina Bonderup Dohn is a Professor at the Department of Design, Media and Educational Science, Head of the Center for Learning Computational Thinking, and Chair of the Danish Institute of Advanced Study, University of Southern Denmark. Her research integrates epistemology, learning sciences, web communication, and technology-mediated learning, focusing on tacit knowledge. Dwayne Ripley is a PhD student at the Sydney School of Education and Social Work, The University of Sydney, Australia. His doctoral research in the learning sciences explores variation in design for interdisciplinary education, including understandings of interdisciplinarity, conceptions of its purpose, and experiences designing for interdisciplinary teaching and learning, investigating course designs, design processes, and institutional environments for design by leaders of interdisciplinary courses. Roland Hachmann is a Senior Lecturer and Researcher at the Department of Education and School, University College South Denmark. Through design-based interventions, he examines the constraints and opportunities of technology in classrooms. He is especially focussed on Computational Literacy in K9 and works design-based and collaboratively through partnerships with teachers, educators, and teacher students.
Inhaltsangabe
1. Introduction: Creating Design Knowledge in Educational Innovation Section 1: Theoretical Foundations Introduction 2. A Situated Perspective on the Usefulness of Design Principles 3. Design Principles as Communication: Text, Context and Subtext 4. Christopher Alexander on Design Patterns and Principles 5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs 6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond Key takeaways Section 2: Methodological Approaches Introduction 7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues 8. Creating Design Principles from Research, Experience and Literature 9. Linking Design Principles to Context and Evidence: A Semantic Web Approach 10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research 11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction 12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization Key takeaways Section 3: Design Knowledge in Practice Introduction 13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design 14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative 15. Co-Creating Learning Designs with Upper Secondary School Teachers 16. Design Principles for Integrating Computational Tools in Humanistic Subjects 17. Designing for Computational Literacy in Non-Computer Science Subjects 18. Commentary: When Co-Creating Across Differences Key takeaways Section 4: Future Directions Introduction 19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead 20. Commentary: Hopes and Values for the Next Generation of Educational Design Research 21. Creating Design Knowledge: Future Directions Key takeaways
1. Introduction: Creating Design Knowledge in Educational Innovation Section 1: Theoretical Foundations Introduction 2. A Situated Perspective on the Usefulness of Design Principles 3. Design Principles as Communication: Text, Context and Subtext 4. Christopher Alexander on Design Patterns and Principles 5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs 6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond Key takeaways Section 2: Methodological Approaches Introduction 7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues 8. Creating Design Principles from Research, Experience and Literature 9. Linking Design Principles to Context and Evidence: A Semantic Web Approach 10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research 11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction 12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization Key takeaways Section 3: Design Knowledge in Practice Introduction 13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design 14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative 15. Co-Creating Learning Designs with Upper Secondary School Teachers 16. Design Principles for Integrating Computational Tools in Humanistic Subjects 17. Designing for Computational Literacy in Non-Computer Science Subjects 18. Commentary: When Co-Creating Across Differences Key takeaways Section 4: Future Directions Introduction 19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead 20. Commentary: Hopes and Values for the Next Generation of Educational Design Research 21. Creating Design Knowledge: Future Directions Key takeaways
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