Articles liés à Designing for Learning in an Open World
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Synopsis
Table of Contents
Preface - origins of and rationale for the book
Setting the scene
Ch 1Introduction
a. Overview
b. The context of modern education
c. The nature of educational technology
d. Today's learners
e. The need for a new learning design methodology
f. Audience and structure of the book
g. The process of writing the book
Ch 2 Design languages.
a. Introduction
b. The challenges of designing for learning
c. Design languages
d. Design notation in music, architecture and chemistry
i. Musical notation
ii. Architectural notation
iii. Chemical notation
e. Learning design
i. Defining learning design
ii. The origins of learning design
iii. A spectrum of learning design languages
f. Origins of the Open Learning Design methodology
i. The OU Learning Design Initiative
ii. Design-Based Research
iii. The OULDI learning design methodology
g. Conclusion
Ch 3: Related research fields
a. Introduction
b. Instructional Design
c. Learning Sciences
d. Learning objects and Open Educational Practices
e. Pedagogical Patterns
f. Professional networks and support centres
g. Conclusion
Ch 4: Open, social and participatory media
a. Introduction
b. The changing digital landscape of education
c. A review of new technologies
i. The characteristics of new technologies
ii. The impact of Web 2.0 technologies
iii. The use of Web 2.0 technologies in education
iv. The impact on practice
d. A review of Web 2.0 tools and practice
e. Conclusion
Theoretical perspectives
Ch 5 Theory and methodology in learning design research
a. Introduction
b. Definitions
c. Researchers' home disciplines
d. The nature of theory
e. Theoretical perspectives
i. Cultural Historical Activity Theory (CHAT)
ii. Communities of Practice
iii. Actor Network Theory
iv. Cybernetics and systems thinking
a. Methodological approaches
i. Content analysis
ii. Ethnography
iii. Case studies
iv. Action research
v. Evaluation
vi. Choosing an appropriate methodology
b. Influences, beliefs and theoretical perspectives
c. Conclusion
Ch 6 The role of Mediating Artifacts in learning design
a. Introductionb. The origins of the concept of Mediating Artifacts
c. Capturing and representing practice
d. Examples of Mediating Artifacts
e. Understanding learning activities through Mediating Artifacts
f. Meta-Mediating Artifacts
g. An illustrative example of the application of this approach
i. Teacher A: The design phase
ii. Learner A: Use Scenario 1 - beginner's route
iii. Learner B: Use Scenario 2 - advanced route
iv. Teacher B: Use Scenario 3 - repurposing
h. Conclusion
Ch 7 Affordances
a. Introduction
b. Definitions of the term
c. ICT affordances
i. Collaboration
ii. Reflection
iii. Interaction
iv. Dialogue
v. Creativity
vi. Organization
vii. Inquiry
viii. Authenticity
ix. Negative affordances - constraints
a. Conclusion
Design representations and tools
Ch 8 Design representations
a. Introduction
b. Types of representation
c. Examples of different types of representations
i. Textual
ii. Content map
iii. The course map view
iv. The pedagogy profile
v. The task swimlane representation
vi. Learning outcomes map
vii. The course dimensions view
viii.
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