Diana Laurillard (UK University of London)

Teaching as a Design Science

Building Pedagogical Patterns for Learning and Technology

• Broschiertes Buch

Produktbeschreibung

Offers a basis for designing and using learning technologies at the higher education level.

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Produktdetails

• Verlag: Taylor & Francis Ltd
• Seitenzahl: 272
• Erscheinungstermin: 16. März 2012
• Englisch
• Abmessung: 229mm x 152mm x 15mm
• Gewicht: 396g
• ISBN-13: 9780415803878
• ISBN-10: 041580387X
• Artikelnr.: 29924481

Autorenporträt

Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading current research on developing a learning design support environment for teachers, and software for learners with low numeracy. She was previously Head of the e-Learning Strategy Unit at the Department for Education and Skills. She has also served as Pro-Vice-Chancellor for learning technologies and teaching at The Open University, and on the Visiting Committee on IT at Harvard University. She is currently on the Boards of the Observatory for Borderless HE, the UNESCO Institute for Information Technology in Education, the e-Learning Foundation, and the Council for FernUniversität in Hagen.

Inhaltsangabe

Chapter 1: Teaching as a design science The role of technology Learning
about teaching Education as a design science Design patterns for learning
The foundations for teaching as design Chapter 2: What is formal learning?
Introduction The view from the educational establishment The view from the
workplace The view from educational theorists Teachers' views of formal
learning Concluding points Chapter 3: What students bring to learning
Introduction Student engagement Intellectual characteristics Formal and
informal learning contexts Summary Chapter 4: What it takes to learn
Introduction What happens in learning Making learning happen Summary
Chapter 5: What it takes to teach Introduction Factors infulencing the
design of teaching Approaches to designing for learning Aligning goals,
activities and assessment Monitoring alternative conceptions Scaffolding
theory-generated practice Fostering conceptual change Encouraging
metacognition Teaching as design A principled approach to designing for
learning Summary Chapter 6: Motivating and enabling the learning cycle
Introduction The under-performance of learning technologies A framework for
analysing formal learning Technologies for teaching-learning activities The
framework as a design analysis tool The idea of pedagogical patterns
Summary Chapter 7: Learning through acquisition Introduction Learning
through acquisition Teaching using narrative presentation Structuring a
narrative presentation How can digital technologies help? Preparing
students for learning through acquisition Capturing pedagogical patterns
Summary: designing for learning through acquisition Chapter 8: Learning
through inquiry Introduction Learning through inquiry Inquiry learning in
the Conversational Framework How can digital technologies help? Pedagogical
patterns for inquiry learning Summary: designing for learning through
inquiry Chapter 9: Learning through discussion Introduction Learning
through discussion Discussion-based methods How can digital technologies
help? The pedagogy of learning through discussion Pedagogical patterns for
discussion learning Summary: designing for learning through discussion
Chapter 10: Learning through practice Introduction Learning through
practice Learning through practice in formal education How can digital
technologies help? Pedagogical patterns for learning through practice
Summary: designing for learning through practice Chapter 11: Learning
through collaboration Introduction Learning through collaboration How can
digital technologies help? Pedagogical patterns for collaborative learning
Summary: designing for learning through collaboration Chapter 12: Teaching
as developing pedagogical Patterns Introduction Requirements for a design
science Representing patterns for learning Exploring the idea of
pedagogical patterns Learning design tools and resources Collaborative
learning for teachers Concluding points. References