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Learning design and transdisciplinary pedagogical templates (TPTs)

Authors: Dobozy,Eva; Dalziel, James; Dalziel, Bronwen
Publication Type: Article
Publication Year: 2013

Abstract
In a move to professionalise the future workforce, paradigmatic changes are required to the way in which university education is conducted. The greater adoption of Learning Design principles and the successful dissemination of knowledge-centric transdisciplinary pedagogical templates (TPTs) for use in various contexts may provide a possible way forward. This chapter explores the implementation of Learning Design principles through the development of knowledge-centric TPTs and gauges initial practitioner reactions. The benefits of knowledge-centric TPTs for the renewal of university education are discussed and some obstacles in pilot implementations of scenario-based designs in medical and teacher education are explored.

 

URL: http://www.amazon.ca/Learning-Higher-Education-Contemporary-Standpoints/dp/1907471707

APA Reference: Dobozy, E., Dalziel, J., & Dalziel, B. (2013). Learning design and transdisciplinary pedagogical templates (TPTs). In C. Nygaard, J. Branch & C. Holtham (Eds.), Learning in university education – Contemporary standpoints (pp. 59-76). Farington, UK: Libri Publishing.

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Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation

Authors: Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee
Publication Type: Article
Publication Year: 2013

Abstract:
This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students’ technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics’ Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development

URL: Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation (Taylor & Francis Group)

APA Reference: Bower, M., Highfield, K., Furney, P., & Mowbray, L. (2013). Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation. Educational Media International, (ahead-of-print), 1-12.