| Description |
1 online resource (273 pages) |
| Contents |
Cover; Teaching as a Design Science; Copyright; Contents; List of Figures; List of Tables; Preface; 1. Teaching as a Design Science; The Role of Technology; Harnessing Technology for Educational Ends; Learning about Teaching; Education as a Design Science; Design Patterns for Learning; The Foundations for Teaching as Design; 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; Summary; 3. What Students Bring to Learning; Introduction; Student Engagement |
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Intellectual CharacteristicsFormal and Informal Learning Contexts; Summary; 4. What it Takes to Learn; Introduction; What Happens in Learning; Making Learning Happen; Summary; 5. What it Takes to Teach; Introduction; Factors Influencing 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; 6. Motivating and Enabling the Learning Cycle |
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IntroductionThe Under-Performance of Learning Technologies; A Framework for Analyzing Formal Learning; Technologies for Teaching-Learning Activities; The Framework as a Design Analysis Tool; The Idea of Pedagogical Patterns; Summary; 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; 8. Learning Through Inquiry |
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IntroductionLearning Through Inquiry; Inquiry Learning in the Conversational Framework; How Can Digital Technologies Help?; Pedagogical Patterns for Inquiry Learning; Summary: Designing for Learning Through Inquiry; 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; 10. Learning Through Practice; Introduction; Learning Through Practice |
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Learning Through Practice in Formal EducationHow Can Digital Technologies Help?; Pedagogical Patterns for Learning Through Practice; Summary: Designing for Learning Through Practice; 11. Learning Through Collaboration; Introduction; Learning Through Collaboration; The Teacher's Role in Collaborative Learning; How Can Digital Technologies Help?; Pedagogical Patterns for Collaborative Learning; Summary: Designing for Learning Through Collaboration; 12. Teaching as Developing Pedagogical Patterns; Introduction; Requirements for a Design Science; Representing Patterns for Learning |
| Summary |
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, 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, the |
| Notes |
Exploring the Idea of Pedagogical Patterns |
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Print version record |
| Subject |
Educational technology.
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Teaching -- Philosophy
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Professional learning communities.
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Educational Technology
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Educational technology
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Professional learning communities
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Teaching -- Philosophy
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| Form |
Electronic book
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| ISBN |
9780203125083 |
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0203125088 |
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