Teaching as a design science: building pedagogical patterns for learning and technology
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York and London
Routledge
2012
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 255 Seiten graph. Darst. |
| ISBN: | 9780415803854 9780415803878 |
Internformat
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Datensatz im Suchindex
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Titel: Teaching as a design science
Autor: Laurillard, Diana
Jahr: 2012
Contents
List of Figures x
List of Tables xii
Preface xiv
1 Teaching as a Design Science 1
The Role of Technology 2
Harnessing Technology for Educational Ends 3
Learning about Teaching 5
Education as a Design Science 5
Design Patterns for Learning 7
The Foundations for Teaching as Design 9
2 What is Formal Learning? 11
Introduction 11
The View from the Educational Establishment 12
The View from the Workplace 14
The View from Educational Theorists 16
Teachers' Views of Formal Learning 19
Summary 24
3 What Students Bring to Learning 26
Introduction 26
Student Engagement 28
Intellectual Characteristics 33
Formal and Informal Learning Contexts 39
Summary 42
4 What it Takes to Learn 44
Introduction 44
What Happens in Learning 44
Making Learning Happen 58
Summary 63
viii Contents
64
5 What it Takes to Teach
Introduction 64
Factors Influencing the Design of Teaching 64
Approaches to Designing for Learning 66
Aligning Goals, Activities, and Assessment 68
Monitoring Alternative Conceptions 70
Scaffolding Theory-Generated Practice 72
Fostering Conceptual Change 73
Encouraging Metacognition 76
Teaching as Design 77
A Principled Approach to Designing for Learning 80
Summary 80
6 Motivating and Enabling the Learning Cycle 82
Introduction 82
The Under-Performance of Learning Technologies 83
A Framework for Analyzing Formal Learning 84
Technologies for Teaching-Learning Activities 95
The Framework as a Design Analysis Tool 100
The Idea of Pedagogical Patterns 102
Summary 103
7 Learning Through Acquisition 105
Introduction 105
Learning Through Acquisition 106
Teaching Using Narrative Presentation 106
Structuring a Narrative Presentation 107
How Can Digital Technologies Help? 112
Preparing Students for Learning Through Acquisition 116
Capturing Pedagogical Patterns 119
Summary: Designing for Learning Through Acquisition 120
8 Learning Through Inquiry 122
Introduction 122
Learning Through Inquiry 123
Inquiry Learning in the Conversational Framework 129
How Can Digital Technologies Help? 131
Pedagogical Patterns for Inquiry Learning 138
Summary: Designing for Learning Through Inquiry 140
Contents ix
9 Learning Through Discussion 141
Introduction 141
Learning Through Discussion 142
Discussion-Based Methods 144
How Can Digital Technologies Help? 146
The Pedagogy of Learning Through Discussion 149
Pedagogical Patterns for Discussion Learning 157
Summary: Designing for Learning Through Discussion 161
10 Learning Through Practice 162
Introduction 162
Learning Through Practice 163
Learning Through Practice in Formal Education 170
How Can Digital Technologies Help? 174
Pedagogical Patterns for Learning Through Practice 184
Summary: Designing for Learning Through Practice 186
11 Learning Through Collaboration 187
Introduction 187
Learning Through Collaboration 188
The Teacher's Role in Collaborative Learning 192
How Can Digital Technologies Help? 194
Pedagogical Patterns for Collaborative Learning 205
Summary: Designing for Learning Through Collaboration 208
12 Teaching as Developing Pedagogical Patterns 210
Introduction 210
Requirements for a Design Science 211
Representing Patterns for Learning 212
Exploring the Idea of Pedagogical Patterns 215
Learning Design Tools and Resources 221
Collaborative Learning for Teachers 222
Concluding Points 225
References 227
Index 248
Figures
3.1 Conceptual framework showing influences on
student learning 38
4.1 Consolidation of theories on what is involved in
learning from the external environment, and in learning
from a teacher 60
5.1 The principal context factors influencing the design of
teaching and learning 65
6.1 The learner learning, represented as a cyclical iteration
within their conceptual organization, within their practice,
and between the two, while interacting with the
teaching-learning environment 86
6.2 The learner learning concepts (LC) and practice (LP)
through interaction in (a) the teacher communication cycle,
(b) the teacher practice cycle, (c) the teacher modeling
cycle, from the teacher's conceptual organization (TC),
and the practice/modeling environment set up by the
teacher (TPME) 88
6.3 The learner learning through interaction with peers'
concepts and practice (PC, PP), exchanging concepts
and the outputs of their practice 92
6.4 Types of individual learning mapped to the
Conversational Framework (a) learning through
acquisition, (b) learning through inquiry, (c) learning
through practice, and (d) learning through production 97
6.5 Types of social learning mapped to the Conversational
Framework (a) learning through discussion, and
(b) learning through collaboration 99
7.1 Sequences for the alternative learning patterns
(a) "Double telling," and (b) "Discovery and telling,"
for learning through acquisition, mapped to the
Conversational Framework i j 8
Figures xi
8.1 (a) Individual independent, and (b) individual supervised
inquiry learning mapped to the Conversational
Framework 130
8.2 Collaborative supervised inquiry learning, showing
the additional demands on the learner to share their
ideas and output, and the support provided through
access to other learners' ideas and outputs 131
9.1 Learning through peer discussion 144
9.2 InterLoc. A dialogue environment that prompts
each student to think about the nature of their
contribution before they type their text 154
9.3 Discussion learning using (a) "class-wide discussion,"
and (b) "peer instruction" 159
10.1 (a) Kolb's Experiential Learning Cycle, and (b) The
Experiential Learning Cycle (bold italics) mapped onto the
Conversational Framework 168
10.2 Kolb's Experiential Learning Cycle extended to
include "Conversational Learning," which affords
"meaning making" through reflection on experience 169
10.3 (a) How teacher reflection on the learner's actions
provides extrinsic feedback, and (b) How the
practice/modeling environment provides intrinsic
feedback, prompting learner reflection 173
10.4 (a) An over-defined task for students working on a
real or simulated environment, and (b) Goals set for
the student to achieve through their own actions on
the environment, are more likely to elicit an internal
learning cycle 178
11.1 Learning through collaboration as a combination
of learning through discussion and sharing of the
outputs from practice and inquiry 191
11.2 The pedagogical pattern for collaborative learning
mapped onto the Conversational Framework, showing
the succession of teaching-learning activities planned
into the design outlined in Table 11.2 208
12.1 The Conversational Framework for teachers' learning
collaboratively about teaching and learning 225
Tables
2.1 Comparison of Selected Learning Outcomes for History
Defined by Individual Academics, the Tuning Process, ^
and the QAA Benchmarking Exercise g9
4.1 The Concepts and Relations Involved in Learning
4.2 Consequences for the Teacher of the Conditions for
Active Learning
5.1 Teaching Principles and the Strategies Proposed to
Meet Them
6.1 The Mechanisms Involved in Learning without
a Teacher
6.2 Design Elements Mapped to Activities within the
Conversational Framework Cycles
6.3 Types of Learning and the Different Types of
Conventional and Digital Learning Technologies that
Serve Them
6.4 Using the Conversational Framework to Show how
Digital Tools Create a Richer Learning Design Pattern
6.5 Design Criteria for the Teaching-Learning Cycles to
Motivate and Enable Learning
7.1 Alternative Pedagogical Patterns Mapped to
Conversational Framework Cycles with their
Respective Outcomes 117
8.1 A Consolidated Pedagogical Pattern for Learning
Through Inquiry 139
9.1 Alternative Pedagogic Patterns for Class-Based
Discussion Learning 158
9.2 A Consolidated Pedagogical Pattern for Learning
Through Peer Discussion Online 16°
10.1 A Generic Design Pattern for Learning Through Practice,
Mapped to the Teacher Modeling Cycle (TMC), Teacher
Practice Cyck (TPC), and the Learner's Internal Learning
Cycle (1LC) in the Conversational Framework 185
62
79
85
95
96
101
Tables xiii
11.1 A Summary of how Digital Technologies can
Support the Requirements of Collaborative Learning 196
11.2 A Generic Pedagogical Pattern for Collaborative
Learning Designed to Elicit the Successive Cycles in
the Conversational Framework 207
12.1 How Digital Technologies Contribute to the Pedagogic
Design Criteria 216
12.2 Format for a Pedagogical Pattern 218
12.3 A Pedagogical Pattern to Substitute Physical Resources
and Tools with Digital Equivalents 221
12.4 A Pedagogical Pattern Adapted for a Different
Topic Area 223 |
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| spelling | Laurillard, Diana 1948- Verfasser (DE-588)1304531279 aut Teaching as a design science building pedagogical patterns for learning and technology Diana Laurillard New York and London Routledge 2012 XIII, 255 Seiten graph. Darst. txt rdacontent n rdamedia nc rdacarrier Neue Medien (DE-588)4196910-8 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Unterricht (DE-588)4062005-0 s Neue Medien (DE-588)4196910-8 s DE-604 Erscheint auch als Online-Ausgabe 978-0-203-12508-3 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020197803&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | Teaching as a design science building pedagogical patterns for learning and technology |
| title_auth | Teaching as a design science building pedagogical patterns for learning and technology |
| title_exact_search | Teaching as a design science building pedagogical patterns for learning and technology |
| title_full | Teaching as a design science building pedagogical patterns for learning and technology Diana Laurillard |
| title_fullStr | Teaching as a design science building pedagogical patterns for learning and technology Diana Laurillard |
| title_full_unstemmed | Teaching as a design science building pedagogical patterns for learning and technology Diana Laurillard |
| title_short | Teaching as a design science |
| title_sort | teaching as a design science building pedagogical patterns for learning and technology |
| title_sub | building pedagogical patterns for learning and technology |
| topic | Neue Medien (DE-588)4196910-8 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Neue Medien Unterricht |
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