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Rethinking Pedagogy for a Digital Age : Designing for 21st Century Learning / Helen Beetham and Rhona Sharpe

Contributor(s): Material type: TextTextPublication details: New York : Routledge, 2013Edition: 2nd. edDescription: 324 p. : ill. ; 23 cmISBN:
  • 0415539978
  • 9780415539975
Subject(s): DDC classification:
  • 371.334 BEE 23
Contents:
Part One: Principles and practices of designing. -- Chapter 1. Technology enhanced learning: the role of theory by Terry Mayes and Sara de Freitas. -- Chapter 2: Designing for active learning in technology-rich contexts by Helen Beetham. -- Chapter 3: The analysis of complex learning environments by Peter Goodyear and Lucila Carvalho. -- Chapter 4: The challenge of teachers' design practice by Liz Masterman. -- Chapter 5: Tools and resources to guide practice by By Grainne Conole. -- Chapter 6: Describing ICT-based learning designs that promote quality learning outcomes by Ron Oliver, Barry Harper, Sandra Wills, Shirley Agostinho and John Hedberg. -- Chapter 7: Learning designs as stimulus and support for teachers' design practices by Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper. -- Chapter 8: Representing practitioner experiences through learning designs and patterns by Patrick McAndrew and Peter Goodyear. -- Chapter 9: The influence of open resources on design practice by Chris Pegler. -- Part Two: Contexts for design. -- Chapter 10: Designing fo learning in course teams by Rhona Sharpe and Martin Oliver. -- Chapter 11: The art of design by Derek Harding and Bruce Ingraham. -- Chapter 12: Activity designs for professional learning by Rachel Ellaway. -- Chapter 13. Designing for practice: A view from social science by Chris Jones. -- Chapter 14: Student as producer is hacking the university by Joss Winn and Dean Lockwood. -- Chapter 15: The LAMS community: Building communities of designers by James Dalziel. -- Chapter 16: Design principles for mobile learning by Agnes Kukulska-Hulme and John Traxler. -- Chapte 17 Designing for learning in an uncertain future by Helen Beetham
Summary: 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.
Holdings
Item type Current library Call number Status Date due Barcode
3 Day Loan Moylish Library Short Loan 371.334 BEE (Browse shelf(Opens below)) Available 39002100637637
Standard Loan Moylish Library Main Collection 371.334 BEE (Browse shelf(Opens below)) Available 39002100637645

Enhanced descriptions from Syndetics:

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.

Includes index.

Part One: Principles and practices of designing. -- Chapter 1. Technology enhanced learning: the role of theory by Terry Mayes and Sara de Freitas. -- Chapter 2: Designing for active learning in technology-rich contexts by Helen Beetham. -- Chapter 3: The analysis of complex learning environments by Peter Goodyear and Lucila Carvalho. -- Chapter 4: The challenge of teachers' design practice by Liz Masterman. -- Chapter 5: Tools and resources to guide practice by By Grainne Conole. -- Chapter 6: Describing ICT-based learning designs that promote quality learning outcomes by Ron Oliver, Barry Harper, Sandra Wills, Shirley Agostinho and John Hedberg. -- Chapter 7: Learning designs as stimulus and support for teachers' design practices by Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper. -- Chapter 8: Representing practitioner experiences through learning designs and patterns by Patrick McAndrew and Peter Goodyear. -- Chapter 9: The influence of open resources on design practice by Chris Pegler. -- Part Two: Contexts for design. -- Chapter 10: Designing fo learning in course teams by Rhona Sharpe and Martin Oliver. -- Chapter 11: The art of design by Derek Harding and Bruce Ingraham. -- Chapter 12: Activity designs for professional learning by Rachel Ellaway. -- Chapter 13. Designing for practice: A view from social science by Chris Jones. -- Chapter 14: Student as producer is hacking the university by Joss Winn and Dean Lockwood. -- Chapter 15: The LAMS community: Building communities of designers by James Dalziel. -- Chapter 16: Design principles for mobile learning by Agnes Kukulska-Hulme and John Traxler. -- Chapte 17 Designing for learning in an uncertain future by Helen Beetham

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.

Table of contents provided by Syndetics

  • List of Illustrations (p. viii)
  • Notes on Contributors (p. x)
  • Foreword to the Second Edition (p. xvi)
  • Foreword to the First Edition (p. xix)
  • Acknowledgements (p. xxii)
  • List of abbreviations (p. xxiii)
  • An Introduction to Rethinking Pedagogy (p. 1)
  • Part I Principles and Practices of Designing (p. 13)
  • 1 Technology-Enhanced Learning: The Role of Theory (p. 17)
  • 2 Designing for Active Learning in Technology-Rich Contexts (p. 31)
  • 3 The Analysis of Complex Learning Environments (p. 49)
  • 4 The Challenge of Teachers' Design Practice (p. 64)
  • 5 Tools and Resources to Guide Practice (p. 78)
  • 6 Describing ICT-Based Learning Designs that Promote Quality Learning Outcomes (p. 102)
  • 7 Learning Designs as a Stimulus and Support for Teachers' Design Practices (p. 119)
  • 8 Representing Practitioner Experiences through Learning Designs and Patterns (p. 133)
  • 9 The Influence of Open Resources on Design Practice (p. 145)
  • Part II Designing for Learning in Context (p. 159)
  • 10 Designing for Learning in Course Teams (p. 163)
  • 11 The Art of Design (p. 177)
  • 12 Activity Designs for Professional Learning (p. 188)
  • 13 Designing for Practice: A View from Social Science (p. 204)
  • 14 Student as Producer is Hacking the University (p. 218)
  • 15 The LAMS Community: Building Communities of Designers (p. 230)
  • 16 Design Principles for Mobile Learning (p. 244)
  • 17 Designing for Learning in an Uncertain Future (p. 258)
  • Part III Resources (p. 283)
  • Appendices
  • 1 Three (and a Half) Approaches to Understanding How People Learn (p. 285)
  • 2 A Taxonomy of Digital and Information Literacies Linked to Bloom's Taxonomy of Educational Objectives (p. 289)
  • 3 A Taxonomy of Digital and Information Literacy Linked to SCONUL's Seven Pillars (p. 295)
  • 4 Learner Differences and their Implications for Design (p. 298)
  • 5 Learning Activity Design: A Checklist (p. 300)
  • 6 Some Fundamental Decisions about the Student Experience of Learning (p. 303)
  • 7 Blue Skies Planning Checklist (p. 305)
  • 8 Critics' Checklist (p. 307)
  • 9 E-Learning Practice Evaluator (p. 309)
  • Index (p. 311)

Author notes provided by Syndetics

Helen Beetham is an independent e-learning researcher and writer, and has worked as a consultant in the UK Higher Education sector since 2001.
Rhona Sharpe is Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University, UK, and a Higher Education Academy National Teaching Fellow.

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