Beschreibung
InhaltsangabeTable of Contents Preface - origins of and rationale for the book Setting the sceneCh 1Introduction a. Overviewb. The context of modern educationc. The nature of educational technologyd. Today's learnerse. The need for a new learning design methodologyf. Audience and structure of the bookg. The process of writing the book Ch 2 Design languages.a. Introductionb. The challenges of designing for learningc. Design languagesd. Design notation in music, architecture and chemistryi. Musical notationii. Architectural notationiii. Chemical notatione. Learning designi. Defining learning designii. The origins of learning designiii. A spectrum of learning design languagesf. Origins of the Open Learning Design methodologyi. The OU Learning Design Initiativeii. Design-Based Researchiii. The OULDI learning design methodologyg. Conclusion Ch 3: Related research fields a. Introductionb. Instructional Designc. Learning Sciencesd. Learning objects and Open Educational Practicese. Pedagogical Patternsf. Professional networks and support centresg. Conclusion Ch 4: Open, social and participatory media a. Introductionb. The changing digital landscape of educationc. A review of new technologiesi. The characteristics of new technologiesii. The impact of Web 2.0 technologiesiii. The use of Web 2.0 technologies in educationiv. The impact on practiced. A review of Web 2.0 tools and practicee. Conclusion Theoretical perspectives Ch 5 Theory and methodology in learning design research a. Introductionb. Definitionsc. Researchers' home disciplinesd. The nature of theorye. Theoretical perspectivesi. Cultural Historical Activity Theory (CHAT)ii. Communities of Practiceiii. Actor Network Theoryiv. Cybernetics and systems thinkinga. Methodological approachesi. Content analysisii. Ethnographyiii. Case studiesiv. Action researchv. Evaluationvi. Choosing an appropriate methodologyb. Influences, beliefs and theoretical perspectivesc. Conclusion Ch 6 The role of Mediating Artifacts in learning design a. Introductionb. The origins of the concept of Mediating Artifactsc. Capturing and representing practiced. Examples of Mediating Artifactse. Understanding learning activities through Mediating Artifactsf. Meta-Mediating Artifactsg. An illustrative example of the application of this approachi. Teacher A: The design phaseii. Learner A: Use Scenario 1 - beginner's routeiii. Learner B: Use Scenario 2 - advanced routeiv. Teacher B: Use Scenario 3 - repurposingh. Conclusion Ch 7 Affordances a. Introductionb. Definitions of the termc. ICT affordancesi. Collaborationii. Reflectioniii. Interactioniv. Dialoguev. Creativityvi. Organizationvii. Inquiryviii. Authenticityix. Negative affordances - constraintsa. Conclusion Design representations and toolsCh 8 Design representations a. Introductionb. Types of representationc. Examples of different types of representationsi. Textualii. Content mapiii. The course map viewiv. The pedagogy profilev. The task swimlane representationvi. Learning outcomes mapvii. The course dimensions viewviii. P
Inhaltsverzeichnis
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. Introduction b. 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. Principles/pedagogy matrix d. Evaluation of the views e. An example of application of the representations i. Course view ii. Pedagogical profile iii. Course dimensions iv. Learning outcomes v. Task swimlane f. Conclusion Ch 9 Case study: tools for visualizing designs a. Introduction b. Practitioners¿ approaches to design c. Repurpo ...
