Title Design alchemy : transforming the way we think about learning and teaching / Roderick Sims

Published New York : Springer, [2014]

Table of Contents
1.	Why Alchemy?					1
	Design Challenges					2
	Design: Science, Art or Alchemy?					4
	Why Alchemy?					9
	References					10
pt. I	Design Alchemy: Emergence and Alignment
2.	Why Design Alchemy?					13
	Finding Magic					13
	Finding or Losing Design?					15
	Technology or Pedagogy?					18
	Why Design Alchemy?					23
	References					24
3.	How Did Design Alchemy Emerge?					25
	Morphic Resonance					25
Alchemy Emerging 1	The Art of Interactivity (1997)					26
Alchemy Emerging 2	Proactive Evaluation (2002)					28
Alchemy Emerging 3	Three-Phase Design (2003)					33
Alchemy Emerging 4	Design for Learning (2006)					36
Alchemy Emerging 5	Proactive Design for Learning (2012)					39
	Elements of Design Alchemy					42
	How Did Design Alchemy Emerge?					47
	References					47
4.	Which Learning Theories?					49
	Philosophy or Theory?					49
	What Is Knowledge?					50
	What Is Learning?					51
	Constructivism					52
	Social Learning					54
	Situated Cognition					55
	Experiential Learning					57
	Connectivism					58
	Which Learning Theories?					59
	References					60
5.	Instructional Design or Design Alchemy?					63
	Defining Instructional Design					63
	Traditions of Instructional Design					64
	Models of Instructional Design					69
	Challenging Instructional Design					73
	Reflections					74
	Instructional Design or Design Alchemy?					76
	References					76
6.	Learning Design or Design Alchemy?					79
	Why Learning Design?					79
	Universal Design for Learning					80
	Learning Designs					82
	Teaching as Design					83
	Constructive Alignment					84
	Open University Learning Design Initiative					88
	Lanarca Declaration					89
	Learning Design or Design Alchemy?					90
	References					90
7.	Insight or Distraction?					93
	Technology, Tool or Trauma?					94
	To Be, or Not To Be, Credentialed?					98
	Collaboration or Collusion?					101
	Information or Interaction?					103
	To Listen or to Perform?					106
	Design Distractors					110
	Insight or Distraction?					116
	References					116
pt. II	Design Alchemy: The Framework
8.	What Is the Design Alchemy Pedagogy?					121
	The Design Alchemy Pedagogy					121
	Inclusive Learning					126
	Active Learning					128
	Problem-Solving					130
	Contextual Learning					133
	Social Learning					135
	Creative Learning					137
	Emergence					138
	What Is the Design Alchemy Pedagogy?					141
	References					141
9.	How Does the Design Alchemist Practice?					143
	What's in the Name?					143
	Practice in Overview					144
Step 1	Knowledge Application					145
Step 2	Learning Outcomes					147
Step 3	Assessment					151
Step 4	Learning Activities					156
Step 5	Learning Resources					158
	How Does the Design Alchemist Practice?					159
	References					159
10.	What Are the Assets of Design Alchemy?					161
	Assets in Overview					161
	People as Assets					163
	Standards					165
	Programs					170
	Technology					173
	Process Technology					175
	Evidence					177
	What Are the Assets of Design Alchemy?					178
	References					180
pt. III	Design Alchemy: In Practice
11.	Transforming Programs and Courses					183
	Health Technologist Training					183
	Fraud and Corruption					186
	Corporate Law					190
	Science and Mathematics					193
	References					196
12.	Activities and Assessment					197
	Discussion or Role-Play?					197
	Which Assessment Type?					204
	Design Alchemy Online					208
	Activities and Assessment					210
	References					210
pt. IV	Design Alchemy: Self Service
13.	Design Alchemy: Self-Service					213
	Syllabus					213
	Being a Design Alchemist					217
14.	Design Alchemy Templates					229
	Knowledge Application					229
	Learning Outcomes					230
	Assessment, Learning Activities, and Resources					230
	Design Alchemy Assets					234
	Course Syllabus					239
15.	Design Alchemy: A Manifesto					243
	Design Alchemy: The Manifesto					243
	Imagination and Memories					244
	References					246
	Index					247

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Description 1 online resource (xiv, 251 pages) : illustrations Series Educational communications and technology: issues and innovations Educational communications and technology. Contents 1. Why Alchemy? -- Design Challenges -- Design: Science, Art or Alchemy? -- Why Alchemy? -- References -- pt. I Design Alchemy: Emergence and Alignment -- 2. Why Design Alchemy? -- Finding Magic -- Finding or Losing Design? -- Technology or Pedagogy? -- Why Design Alchemy? -- References -- 3. How Did Design Alchemy Emerge? -- Morphic Resonance -- Alchemy Emerging 1: The Art of Interactivity (1997) -- Alchemy Emerging 2: Proactive Evaluation (2002) -- Alchemy Emerging 3: Three-Phase Design (2003) -- Alchemy Emerging 4: Design for Learning (2006) -- Alchemy Emerging 5: Proactive Design for Learning (2012) -- Elements of Design Alchemy -- How Did Design Alchemy Emerge? -- References -- 4. Which Learning Theories? -- Philosophy or Theory? -- What Is Knowledge? -- What Is Learning? -- Constructivism -- Social Learning -- Situated Cognition -- Experiential Learning -- Connectivism -- Which Learning Theories? -- References 5. Instructional Design or Design Alchemy? -- Defining Instructional Design -- Traditions of Instructional Design -- Models of Instructional Design -- Challenging Instructional Design -- Reflections -- Instructional Design or Design Alchemy? -- References -- 6. Learning Design or Design Alchemy? -- Why Learning Design? -- Universal Design for Learning -- Learning Designs -- Teaching as Design -- Constructive Alignment -- Open University Learning Design Initiative -- Lanarca Declaration -- Learning Design or Design Alchemy? -- References -- 7. Insight or Distraction? -- Technology, Tool or Trauma? -- To Be, or Not To Be, Credentialed? -- Collaboration or Collusion? -- Information or Interaction? -- To Listen or to Perform? -- Design Distractors -- Insight or Distraction? -- References -- pt. II Design Alchemy: The Framework -- 8. What Is the Design Alchemy Pedagogy? -- The Design Alchemy Pedagogy -- Inclusive Learning -- Active Learning -- Problem-Solving Contextual Learning -- Social Learning -- Creative Learning -- Emergence -- What Is the Design Alchemy Pedagogy? -- References -- 9. How Does the Design Alchemist Practice? -- What's in the Name? -- Practice in Overview -- Step 1: Knowledge Application -- Step 2: Learning Outcomes -- Step 3: Assessment -- Step 4: Learning Activities -- Step 5: Learning Resources -- How Does the Design Alchemist Practice? -- References -- 10. What Are the Assets of Design Alchemy? -- Assets in Overview -- People as Assets -- Standards -- Programs -- Technology -- Process Technology -- Evidence -- What Are the Assets of Design Alchemy? -- References -- pt. III Design Alchemy: In Practice -- 11. Transforming Programs and Courses -- Health Technologist Training -- Fraud and Corruption -- Corporate Law -- Science and Mathematics -- References -- 12. Activities and Assessment -- Discussion or Role-Play? -- Which Assessment Type? -- Design Alchemy Online -- Activities and Assessment Summary The provision of online learning is increasing almost exponentially, with both established and emerging educational institutions creating new and revised courses to meet the needs of students demanding flexible access and delivery. However, the staff recruited to support this development often does not have the design skills or experience to generate courses that bear the hallmarks of effective online learning experiences. While the principles associated with the practice of instructional design provided pedagogical guidance for these design efforts, it remains commonplace for courses to present as little more than information delivery with no clear strategies for student engagement and interaction. The purpose of this book is to expand on the design concepts documented by the lead author and to present both a design framework and design strategies that will allow organisations to provide courses that embed the affordances of the online, social environment and maximize opportunities for engagement and learning in formal learning contexts. The authors contend that to truly achieve the potential of learning in an online environment, designers need to be alchemists - ensuring the current face-to-face classroom "gold" is not turned to lead and to transform those "leaden" online courses that do not engage or provide interaction into motivating and engaging "golden" learning experiences Bibliography Includes bibliographical references and index Notes Title from PDF title page (viewed on January 29, 2014) Subject Instructional systems -- Design. Web-based instruction. Educational technology. Computer-assisted instruction. Educational Technology Computer-Assisted Instruction EDUCATION -- Administration -- General. EDUCATION -- Organizations & Institutions. Droit. Sciences sociales. Sciences humaines. Computer-assisted instruction Educational technology Instructional systems -- Design Web-based instruction Form Electronic book ISBN 9783319024233 331902423X 3319024221 9783319024226

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