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Author: Meredith J. Davis
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Design
Languages : en
Pages : 176
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Book Description
This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) "Learning Through Design"; (2) "Lifelong Learning"; (3) "A Strategy for Excellent Teaching"; (4) "Design in the Curriculum"; (5) "Opportunities and Challenges for Schools"; and (6) "Conclusions and Recommendations." Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)
Author: Meredith J. Davis
Publisher: Association for Supervision & Curriculum Development
ISBN:
Category : Design
Languages : en
Pages : 176
Get Book Here
Book Description
This book presents findings of a 1993 study of how design in the curriculum helps students achieve national educational objectives. It also explores opportunities for expanding the role design can play in students' academic lives. Results of the 1993 study reveal how the use of design experiences in classrooms provides teachers and students with a learning construct for the next century. The book summarizes descriptive research that makes qualitative statements regarding current classroom practice and identifies effective models for using design in classrooms. The research tapped three primary sources of data: (1) a review of the literature; (2) a national qualitative survey of teachers; and (3) site visits to 10 schools. Also, the researchers conducted qualitative interviews with principals, curriculum coordinators, other school or district administrators, teachers, teachers' aides, students, and parents. The six chapters include: (1) "Learning Through Design"; (2) "Lifelong Learning"; (3) "A Strategy for Excellent Teaching"; (4) "Design in the Curriculum"; (5) "Opportunities and Challenges for Schools"; and (6) "Conclusions and Recommendations." Three appendices, a bibliography, and information about the authors, the National Endowment for the Arts, and the Association for Supervision and Curriculum Development conclude the document. (EH)
Author: J. Michael Spector
Publisher: Springer Nature
ISBN: 3319174614
Category : Education
Languages : en
Pages : 4144
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Book Description
The multiple, related fields encompassed by this Major Reference Work represent a convergence of issues and topics germane to the rapidly changing segments of knowledge and practice in educational communications and technology at all levels and around the globe. There is no other comparable work that is designed not only to gather vital, current, and evolving information and understandings in these knowledge segments but also to be updated on a continuing basis in order to keep pace with the rapid changes taking place in the relevant fields. The Handbook is composed of substantive (5,000 to 15,000 words), peer-reviewed entries that examine and explicate seminal facets of learning theory, research, and practice. It provides a broad range of relevant topics, including significant developments as well as innovative uses of technology that promote learning, performance, and instruction. This work is aimed at researchers, designers, developers, instructors, and other professional practitioners.
Author: Garnet Hillman
Publisher:
ISBN: 9781952812231
Category :
Languages : en
Pages : 248
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Book Description
When designed in ways that inspire and motivate, assessment is a gift to our students. With this resource as your guide, you'll embrace a fresh mindset where assessment becomes a process that propels meaningful learning for all. Authors Garnet Hillman and Mandy Stalets dive deep into how you can work individually or collaboratively to intentionally identify and unwrap priority standards, develop learning progressions, design assessments, and plan daily instruction. Design mindful, intentional assessment practices that develop learning progressions and help students plan their own path to proficiency: Understand how to use formal and informal formative assessment as well as summative assessment to empower students and increase learning for all. Analyze ways to plan backward and design mindful assessment and instruction. Receive practical steps for application for developing learning progressions, summative assessments, and formative assessments. Discover how to collaborate around assessment with professional learning community (PLC) concepts. Answer end-of-chapter reflection questions to deepen your understanding of key concepts. Contents: Acknowledgments Table of Contents About the Authors Introduction Chapter 1: Assessment Defined Chapter 2: Learning Progressions Chapter 3: Summative Assessment Chapter 4: Informal Formative Assessment Chapter 5: Formal Formative Assessment Chapter 6: Assessment Comes Full Circle Conclusion References and Resources Index
Author: Shelley Goldman
Publisher: Taylor & Francis
ISBN: 1317327594
Category : Education
Languages : en
Pages : 257
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Book Description
Design thinking is a method of problem-solving that relies on a complex set of skills, processes and mindsets that help people generate novel solutions to problems. Taking Design Thinking to School: How the Technology of Design Can Transform Teachers, Learners, and Classrooms uses an action-oriented approach to reframing K-12 teaching and learning, examining interventions that open up dialogue about when and where learning, growth, and empowerment can be triggered. While design thinking projects make engineering, design, and technology fluency more tangible and personal for a broad range of young learners, their embrace of ambiguity and failure as growth opportunities often clash with institutional values and structures. Through a series of in-depth case studies that honor and explore such tensions, the authors demonstrate that design thinking provides students with the agency and compassion that is necessary for doing creative and collaborative work, both in and out of the classroom. A vital resource for education researchers, practitioners, and policymakers, Taking Design Thinking to School brings together some of the most innovative work in design pedagogy.
Author: Prakash Nair
Publisher:
ISBN: 9780976267065
Category : School buildings
Languages : en
Pages : 205
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Book Description
A major premise of this book is that the physical environments in which we learn should reflect our most powerful aspirations and our most promising ideas about learning. The designs that are showcased here are about expanding rather than containing learning, opening access rather than controlling access, adapting to differences in learning modalities and preferences, rather than restricting modalities and controlling preferences. Learning by Design uses the school building as a metaphor for everything we know and think about learning and education. The authors argue that a shift to deliberate design requires a shift in mindset, from predictability and stability to informed choice and adaptation, from established patterns and procedures to flexibility and responsiveness, from established truths to inquiry and questions. This is book is for everyone who cares about education. It describes how the thoughtful design of learning environments can become the catalyst to redesign education itself in a way that allows it to fulfill its ultimate promise as the vehicle to build a more fair and just society for all.
Author: William Horton
Publisher: John Wiley & Sons
ISBN: 1118047125
Category : Business & Economics
Languages : en
Pages : 639
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Book Description
From William Horton -- a world renowned expert with more than thirty-five years of hands-on experience creating networked-based educational systems -- comes the next-step resource for e-learning training professionals. Like his best-selling book Designing Web-Based Training, this book is a comprehensive resource that provides practical guidance for making the thousand and one decisions needed to design effective e-learning. e-Learning by Design includes a systematic, flexible, and rapid design process covering every phase of designing e-learning. Free of academic jargon and confusing theory, this down-to-earth, hands-on book is filled with hundreds of real-world examples and case studies from dozens of fields. "Like the book's predecessor (Designing Web-based Training), it deserves four stars and is a must read for anyone not selling an expensive solution. -- From Training Media Review, by Jon Aleckson, www.tmreview.com, 2007
Author: OWP/P Cannon Design, Inc.
Publisher: Abrams
ISBN: 1613127898
Category : Architecture
Languages : en
Pages : 479
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Book Description
Created by an international team of architects and designers concerned about our failing education system, The Third Teacher explores the critical link between the school environment and how children learn, and offers 79 practical design ideas, both great and small, to guide reader’s efforts to improve our schools. Written for anyone who has school-age children in their life, from educators and education decision-makers to parents and community activists, this book is intended to ignite a blaze of discussion and initiative about environment as an essential element of learning. Including a wealth of interviews, facts, statistics, and stories from experts in a wide range of fields, this book is a how-to guide to be used to connect with the many organizations, individuals, and ideas dedicated to innovating and improving teaching and learning. Contributors include children’s singer and advocate Raffi, author and creativity consultant Sir Ken Robinson, scientist and environmentalist David Suzuki, inventor James Dyson, and other experts who are working to create fresh solutions to problems and create a new blueprint for the future of education.
Author: Jeanne Liedtka
Publisher: Columbia University Press
ISBN: 0231550731
Category : Business & Economics
Languages : en
Pages : 327
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Book Description
In daylong hackathons, design thinking seems deceptively easy. On the surface, it involves a set of seemingly simple activities such as gathering data, identifying insights, generating ideas, prototyping, and experimentation. But practiced at a superficial level, even great design tools don’t go deep enough to create the shifts in mindset and skillset that are required to achieve transformational impact. Going deep with design requires more than changing the activities of innovators; it involves creating the conditions that shape who they become. Individuals become design thinkers by experiencing design. Drawing on decades of researching design thinking and teaching it to people not trained in design, Jeanne Liedtka, Karen Hold, and Jessica Eldridge offer a guide for how to create these deep experiences at each stage of the design thinking journey, whether for an individual, a team, or an organization. For each experience phase, they specify the mindset shifts and competencies that need to be achieved, describe how different personality types experience different kinds of journeys, and show how to fully leverage the diversity of teams. Experiencing Design explores both the science and practicalities of design and includes two assessment instruments for individual and organizational development. Ultimately, innovators need to be someone new to create something new. This book shows you how to use design thinking to make this happen.
Author: Pamela Woolner
Publisher: Routledge
ISBN: 1317683420
Category : Architecture
Languages : en
Pages : 227
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Book Description
The time is ripe for interdisciplinary, collaborative approaches to school design. Whatever the current funding limitations, we still need to think about how we design, organise and use space in schools for learning and teaching. This edited book ensures that we don’t start from ground zero in terms of good design. Including chapters from researchers and practitioners in architecture and education, it assesses, describes and illustrates how education and environment can be mutually supportive. The centrality of participation and collaboration between architects, educators and school users holds these diverse contributions together. The book embodies the practice as well as the principle of interdisciplinary working. Organised in two parts, this volume considers how schools are designed and used with chapters looks at current and past school environments in the UK, US and Europe. It then questions how the learning environment can be improved through participatory design processes with contributors from design and education backgrounds offering both theoretical understanding and practical ideas. Written without subject-specific jargon or assumptions, it can be used by readers from either an architectural or educational background, bridging the on-going communication gap between education and design professionals. Design and education professionals alike will appreciate the: • practical information which shows how to change or improve a learning environment • focus on evidence-based research • case studies and chapter topics including schools from across the primary and secondary sectors.
Author: Bret Eynon
Publisher: Taylor & Francis
ISBN: 1000977560
Category : Education
Languages : en
Pages : 329
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Book Description
Published in association with At a moment when over half of US colleges are employing ePortfolios, the time is ripe to develop their full potential to advance integrative learning and broad institutional change. The authors outline how to deploy the ePortfolio as a high-impact practice and describe widely-applicable models of effective ePortfolio pedagogy and implementation that demonstrably improve student learning across multiple settings.Drawing on the campus ePortfolio projects developed by a constellation of institutions that participated in the Connect to Learning network, Eynon and Gambino present a wealth of data and revealing case studies. Their broad-based evidence demonstrates that, implemented with a purposeful framework, ePortfolios correlate strongly with increased retention and graduation rates, broadened student engagement in deep learning processes, and advanced faculty and institutional learning. The core of the book presents a comprehensive research-based framework, along with practical examples and strategies for implementation, and identifies the key considerations that need to be addressed in the areas of Pedagogy, Professional Development, Outcomes Assessment, Technology and Scaling Up. The authors identify how the ePortfolio experience enhances other high-impact practices (HIPs) by creating unique opportunities for connection and synthesis across courses, semesters and co-curricular experiences. Using ePortfolio to integrate learning across multiple HIPs enables students reflect and construct a cohesive signature learning experience.This is an invaluable resource for classroom faculty and educational leaders interested in transformative education for 21st century learners.
