We live in an era defined by a wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. The provision of knowledge, once a primary role of educators, is now devolved to an immense web of free and readily accessible sources. Consequently, educators need to redefine their role not just “from sage on the stage to guide on the side” but, as more and more voices insist, as “designers for learning”. The call for such a repositioning of educators is heard from leaders in the field of technology-enhanced learning (TEL) and resonates well with the growing culture of design-based research in Education. However, it is still struggling to find a foothold in educational practice. We contend that the root causes of this discrepancy are the lack of articulation of design practices and methods, along with a shortage of tools and representations to support such practices, a lack of a culture of teacher-as-designer among practitioners, and insufficient theoretical development. The Art and Science of Learning Design (ASLD) explores the frameworks, methods, and tools available for teachers, technologists and researchers interested in designing for learning Learning Design theories arising from findings of research are explored, drawing upon research and practitioner experiences. It then surveys current trends in the practices, methods, and methodologies of Learning Design. Highlighting the translation of theory into practice, this book showcases some of the latest tools that support the learning design process itself.
Tabella dei contenuti
Preface; Introduction: Learning Design: Definitions, Current Issues and Grand Challenges; Theories; Reflections on the Art and Science of Learning Design and the Larnaca Declaration; Analysing the Structural Properties of Learning Networks: Architectural Insights into Buildable Forms; Concretization of Design Ideas in the Context of Educational Technology Design; A Multi-Dimensional Space for Learning Design Representations and Tools; Methods; Toward Relevant and Usable TEL Research; Introducing the Collaborative e-Learning Design Method (COED); Double Loop Design: Configuring Narratives, Patterns and Scenarios in the Design of Technology Enhanced Learning; Towards a Principled Approach to Evaluating Learning Design Tools: From Proof of Concept to Evidence of Impact; Why Has IMS Learning Design Not LED to the Advances Which Were Hoped for?; A Critical Review of IMS Learning Design: Recommendations for a Revised Version; Open GLM: Integrating Open Educational Resources in IMS Learning Design Authoring; Reflections on Developing a Tool for Creating Visual Representations of Learning Designs: Towards a Visual Language for Learning Designs; The e-Design Template: A Pedagogic Guide for e-Learning Designers; Ld Shake and the “Biologia en Context” Teacher Community across High Schools; ISi S and Scen Edit: An Intention-Oriented Learning Design Framework.
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