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E-grāmata: Rethinking Pedagogy for a Digital Age: Principles and Practices of Design

2.67/5 (6 ratings by Goodreads)
Edited by (University of Bristol, UK), Edited by (Oxford Brookes University, UK)
  • Formāts: 316 pages
  • Izdošanas datums: 21-Jun-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351252782
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Rethinking Pedagogy for a Digital Age: Principles and Practices of DesignPalielināt
  • Formāts: 316 pages
  • Izdošanas datums: 21-Jun-2019
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781351252782
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Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.

Recenzijas

"This book draws on past knowledge and experience about teaching and learning, sets it within the current context of a digital age, and provides theory and practices that will enable us to prepare better our students for the future."

Tony Bates, Distinguished Visiting Professor, The G. Raymond Chang School of Continuing Education, Ryerson University, Canada, from the Foreword

List of Illustrations viii
Acknowledgements x
Notes on Contributors xi
Foreword to the Third Edition xviii
Foreword to the Second Edition xx
Foreword to the First Edition xxiii
An Introduction to Rethinking Pedagogy 1(14)
Helen Beetham
Rhona Sharpe
Part 1 Theories and Principles 15(88)
1 Learning Theory and the New Science of Learning
17(15)
Terry Mayes
2 Learning Activities and Activity Systems
32(17)
Helen Beetham
3 The Analysis of Complex Learning Environments
49(17)
Peter Goodyear
Lucila Carvalho
4 A View from Social Science: Foundational Issues for Design
66(19)
Christopher R. Jones
5 The Community of Inquiry Theoretical Framework: Designing Collaborative Online and Blended Learning
85(18)
Martha Cleveland-Innes
Part 2 Practices 103(76)
6 Learning Designs as a Stimulus and Support for Teachers' Design Practices
105(15)
Shirley Agostinho
Sue Bennett
Lori Lockyer
Jennifer Jones
Barry Harper
7 The Challenge of Teachers' Design Practice
120(14)
Liz Masterman
8 Designing for Learning within an Organisational Context
134(15)
Rhona Sharpe
Alejandro Armellini
9 Open Education: Design and Policy Considerations
149(15)
Catherine Cronin
10 Frameworks to Guide Practice
164(15)
Grainne Conole
Part 3 Influences and Futures 179(62)
11 Design Principles for Learning with Mobile Devices
181(16)
Agnes Kukulska-Hulme
John Traxler
12 Designs for Professional Learning
197(15)
Rachel H. Ellaway
13 Datafication of Education: A Critical Approach to Emerging Analytics Technologies and Practices
212(15)
Ben Williamson
14 Student as Producer Is Hacking the University
227(14)
Joss Winn
Dean Lockwood
Part 4 Resources 241(37)
1 Theory into Practice: Approaches to Understanding How People Learn and Implications for Design
243(8)
2 Learning Activity Design: A Checklist
251(4)
3 Digital Learning Activities: Linked to Bloom's Taxonomy of Educational Objectives
255(9)
4 Digital Capability Checklist for Curriculum Designers
264(2)
5 Blue Skies Planning Checklist
266(2)
6 Critics' Checklist
268(2)
7 Storyboard
270(2)
8 Digital and Information Literacy Expressed in Programme Learning Outcomes
272(6)
Index 278
Helen Beetham is an independent researcher, writer and adviser on issues in digital learning. She is a long-standing consultant to Jisc (UK) and has worked with a number of global universities on their digital education strategies.

Rhona Sharpe is Professor and Head of the Department of Technology Enhanced Learning at the University of Surrey and Associate Lecturer for the Institute of Educational Technology at the Open University, UK.
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