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Learning Design Research: Advancing Pedagogies in the Digital Age

Authors: Dobozy, Eva

Publication Type: Article

Publication Year: 2013

Abstract

Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR.

URL: Learning design research: advancing pedagogies in the digital age

APA Reference: Dobozy, E. (2013). Learning design research: advancing pedagogies in the digital age. Educational Media International,  1-14.

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Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, 2nd Edition

Authors: Beetham, Helen; Sharpe, Rhona
Publication Type: Book
Publication Year: 2013
Timeline Relationship: Publications

Abstract

Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition of Rethinking Pedagogy for a Digital Age examines a wide range of perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner-focused, and accessible. This powerful book:

• examines the reality of design in practice

• shares tools and resources to guide practice

• analyses design within complex systems

• discusses the influence of open resources on design

• includes design principles for mobile learning

• explores practitioner development in course teams

• presents scenarios for design for learning in an uncertain future

Illustrated by case studies from across disciplines and supported by a helpful appendix of tools and resources for researchers, practitioners and teachers, the second edition of Rethinking Pedagogy for a Digital Age is an essential guide to designing for 21st Century learning.

URL: Rethinking Pedagogy for a Digital Age, Routledge (2013)

APA Reference: Beetham, H., & Sharpe, R. (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. Routledge

Teaching as a Design Science

Authors: Laurillard, Diana.

Publication Type: Book

Publication Year: 2012

Abstract:

Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals – architects, engineers, and programmers – teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

Teacher professional development has not embedded in the teacher’s everyday role the idea that they could discover something worth communicating to other teachers, or build on each other’s’ ideas. Could the culture change?

From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

URL: Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology (Routledge)

APA Reference: Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York & London: Routledge.