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Author: Yishay Mor
Publisher: Springer
ISBN: 9462095302
Category : Education
Languages : en
Pages : 319
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Book Description
These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment ofever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.
Author: Yishay Mor
Publisher: Springer
ISBN: 9462095302
Category : Education
Languages : en
Pages : 319
Get Book Here
Book Description
These are challenging times in which to be an educator. The constant flow of innovation offers new opportunities to support learners in an environment ofever-shifting demands. Educators work as they have always done: making the most of the resources at hand, and dealing with constraints, to provide experiences which foster growth. This was John Dewey’s ideal of education 80 years ago and it is still relevant today. This view sees education as a practice that achieves its goals through creative processes involving both craft and design. Craft is visible in the resources that educators produce and in their interactions with learners. Design, though, is tacit, and educators are often unaware of their own design practices. The rapid pace of change is shifting the balance from craft to design, requiring that educators’ design work become visible, shareable and malleable. The participatory patterns workshop is a method for doing this through engaging practitioners in collaborative reflection leading to the production of structured representations of design knowledge. The editors have led many such workshops and this book is a record of that endeavour and its outcomes in the form of practical design narratives, patterns and scenarios that can be used to address challenges in teaching and learning with technology.
Author:
Publisher: BRILL
ISBN: 9460910629
Category : Education
Languages : en
Pages : 328
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Book Description
Designing for technology enhanced learning (TEL) is often a demanding process. It involves creating challenging learning tasks, making sure that students have access to the right tools and resources, and ensuring there are appropriate opportunities for them to learn with and from each other. This book introduces the use of design patterns and pattern languages as ways of capturing and sharing TEL design knowledge. The editors have assembled a team of authors who have pioneered research and development in this rapidly expanding field.
Author: Sickinger, Richard
Publisher: Edition Donau-Universität Krems
ISBN: 3903150444
Category :
Languages : en
Pages : 768
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Book Description
We live in a time of social and cultural change. Old patterns are losing their validity and relevance, new patterns are needed and in demand. We need a new approach which can formulate, generate and engage such patterns. The pattern language approach of Christopher Alexander serves this purpose – the interdisciplinary and participatory building blocks for societal change. The PURPLSOC 2017 conference contributions cover 25 domains – from anthropology and automation to political science and systems science – for a comprehensive perspective of current pattern research and practice.
Author: Caroline Haythornthwaite
Publisher: SAGE
ISBN: 1473955009
Category : Education
Languages : en
Pages : 607
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Book Description
The new edition of The SAGE Handbook of E-Learning Research retains the original effort of the first edition by focusing on research while capturing the leading edge of e-learning development and practice. Chapters focus on areas of development in e-learning technology, theory, practice, pedagogy and method of analysis. Covering the full extent of e-learning can be a challenge as developments and new features appear daily. The editors of this book meet this challenge by including contributions from leading researchers in areas that have gained a sufficient critical mass to provide reliable results and practices. The 25 chapters are organised into six key areas: 1. THEORY 2. LITERACY & LEARNING 3. METHODS & PERSPECTIVES 4. PEDAGOGY & PRACTICE 5. BEYOND THE CLASSROOM 6. FUTURES
Author: Ken Badley
Publisher: Routledge
ISBN: 1351380605
Category : Education
Languages : en
Pages : 319
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Book Description
Curriculum Planning with Design Language provides a streamlined, adaptable framework for using visual design terminology to conceptualize instructional design objectives, processes, and strategies. Drawing from instructional design theory, pattern language theory, and aesthetics, these ten course and unit design principles help educators break down and clarify their broader planning tasks and concerns. Written in clear, direct prose and rich with intuitive examples, this book showcases insights leading to effective curriculum design that will speak equally to pre-service and experienced educators.
Author: Nina Bonderup Dohn
Publisher: Routledge
ISBN: 1351232339
Category : Education
Languages : en
Pages : 304
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Book Description
Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching. The book clarifies the different conceptions of design within the educational field and offers a framework for thinking critically about instances of networked learning. It analyses digital and Computational Literacy and discusses participatory skills for learning in a networked world. Examples of specific empirical cases include teaching programming to students not necessarily intrinsically motivated to learn; facilitation of a participatory public in the library and designs for children’s transition from day-care to primary school, discussed as a matter of networked contexts. Engaging thoughtfully with the question of ‘21st century skills’, this book will be vital reading to scholars, researchers and students within the fields of education, networked learning, learning technology and the learning sciences, digital literacy, design for learning, and library studies.
Author: Einat Gil
Publisher: Springer Nature
ISBN: 3030885208
Category : Education
Languages : en
Pages : 331
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Book Description
As we have come to accept the duality of physical and virtual learning spaces as a permanent feature of our educational landscape, we begin to question its validity. Is this really a dichotomy, or is it a continuum? Should this be the primary dimension around which we cluster educational experiences - how does it intersect and interact with other axes, such as formal-informal, vocational-recreational, open-closed, teacher-student? How do we adapt, as teachers, learners, designers, policy makers, to this changing landscape? How do we shape it to offer an optimal learning experience? Such questions led us to conduct a series of academic and professional events on the theme of Hybrid Learning Spaces (HLS) - spaces which challenge and defy the dichotomies above. This edited book collates some of the products of that endeavor, offering a multi-vocal, interdisciplinary approach to hybridity in education. It connects practical examples, design directives and theoretical analysis, combining perspectives from technology research and development, educational theory and practice, architecture and space and product design. This book addresses researchers, practitioners, innovators and policy makers in education, technology and design, offering broad perspectives and then distilling practical insights in the form of design principles and patterns, pedagogical models, and predictions of future trends.
Author: Inger-Marie F. Christensen
Publisher: Taylor & Francis
ISBN: 1040175643
Category : Education
Languages : en
Pages : 318
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Book Description
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. The chapters explore how educational researchers, designers, teachers, and other innovating practitioners can make outcomes of educational research and innovation projects scalable, readily applicable in educational design, and impactful on practice. They offer methodological "know-how" that is theoretically robust and grounded in research and design experiences. Providing critical reflection on current theories, methods, and practices, this book also considers directions for the future in light of developments in semantic web technologies, AI, and other emerging technologies. This book is a helpful guide for researchers, research students, and innovation designers who aim to produce and apply design knowledge that is robust, grounded in research, and practically useful as a part of diverse research and innovation projects.
Author: Llewellyn Ellardus Van Zyl
Publisher: Springer
ISBN: 3030200205
Category : Psychology
Languages : en
Pages : 448
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Book Description
This volume presents innovative and contemporary methodologies and intervention protocols for the enhancement of positive psychological attributes in multicultural professional and organizational contexts. Most methods, models and approaches that underpin positive psychological interventions are confined to clinical samples, closed systems or monocultural contexts, which restrict their applicability to particular contexts. Extensive practical intervention protocols, designs and methods which usually accompany first draft intervention papers are condensed into brief paragraphs in final manuscripts or removed in their entirety. This, in turn, reduces their potential for replicability or adoption by consumers, practitioners, or industry. This volume develops guidelines for enhancing positive psychological attributes, such as positive moods (e.g. positive affect; life satisfaction), strengths (e.g. gratitude; humour), cognitions (e.g. hope; optimism) and behaviours (e.g. emotional regulation; positive relationship building) within various multicultural contexts. Thereby, it shows how positive psychology interventions can be replicated to a wide-range of contexts beyond those in which they were developed.
Author: Gráinne Conole
Publisher: Springer Science & Business Media
ISBN: 1441985166
Category : Education
Languages : en
Pages : 333
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Book Description
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 don’t 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.
