Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies

by Laurillard; Diana

• ISBN13: 9780415256780
• ISBN10: 041525678X
• Edition: 2nd
• Format: Hardcover
• Copyright: 2001-12-14
• Publisher: RoutledgeFalmer

Summary

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching. This new edition builds upon the success of the first and contains major updates to the information on learning technologies and includes the implications of using technology for the university context - both campus and electronic - which suggests a new approach to managing learning at the institutional level.

Table of Contents

List of plates	xi
List of figures	xii
List of tables	xiv
Acknowledgements	xv
Preface to the 2nd edition	xvi
Introduction	1	(10)
Part I What students need from learning technologies
Teaching as mediating learning	11	(14)
Introduction	11	(1)
The character of academic learning	12	(1)
A critique of academic learning as imparted knowledge	13	(3)
A critique of academic learning as situated cognition	16	(3)
Academic learning as a way of experiencing the world	19	(4)
Summary	23	(2)
What students bring to learning	25	(16)
Introduction	25	(1)
Questionnaire studies of students' characteristics	26	(2)
Exploratory studies of the student population	28	(8)
Longitudinal studies of developmental change in university students	36	(4)
Summary	40	(1)
The complexity of coming to know	41	(21)
Introduction	41	(1)
Finding out what happens in learning	42	(1)
Apprehending structure	43	(5)
Interpreting forms of representation	48	(4)
Acting on the world (of descriptions)	52	(3)
Using feedback	55	(3)
Reflecting on goals-action-feedback	58	(2)
Summary	60	(2)
Generating a teaching strategy	62	(29)
Introduction	62	(2)
Instructional design	64	(3)
Constructivist psychology	67	(2)
Phenomenography	69	(2)
A principled approach to generating teaching strategy	71	(6)
Summary	77	(4)
Part II Analysing the media for learning and teaching
A framework for analysis	81	(1)
Introduction	81	(2)
Pedagogical categories for classifying media	83	(3)
A framework for analysing educational media	86	(3)
Forms of educational media	89	(2)
Narrative media	91	(16)
Introduction	91	(1)
Lecture	92	(2)
Print	94	(4)
Audiovision	98	(1)
Television	99	(4)
Video	103	(1)
Digital Versatile Disc	104	(1)
Summary	105	(2)
Interactive media	107	(19)
Introduction	107	(1)
Hypermedia	108	(4)
Enhanced hypermedia	112	(8)
Web resources	120	(2)
Interactive television	122	(2)
Summary	124	(2)
Adaptive media	126	(19)
Introduction	126	(1)
Simulations	127	(6)
Virtual environments	133	(1)
Tutorial programs	134	(4)
Tutorial simulations	138	(5)
Educational games	143	(1)
Summary	144	(1)
Communicative media	145	(16)
Introduction	145	(2)
Computer-mediated conferencing	147	(4)
Digital document discussion environment	151	(3)
Audioconferencing	154	(2)
Videoconferencing	156	(2)
Student collaboration	158	(1)
Summary	159	(2)
Productive media	161	(20)
Introduction	161	(1)
Microworlds	161	(6)
Collaborative microworlds	167	(1)
Modelling	168	(3)
Summary	171	(2)
Summary of Part II	173	(1)
Comparing the media	173	(1)
Balancing the media	174	(7)
Part III The design methodology
Designing teaching materials	181	(18)
Introduction	181	(1)
Defining learning objectives	182	(1)
Identifying students' needs	183	(5)
Deciding the balance of learning objectives	188	(4)
Designing the locus of control	192	(2)
Developmental testing	194	(1)
Comparative development costs	195	(2)
Summary of the learning design process	197	(2)
Setting up the learning context	199	(15)
Introduction	199	(1)
Student preparation	200	(10)
Integration with other media	210
Epistemological values	202	(2)
Assessment	204	(3)
Logistics	207	(1)
The virtual learning environment	208	(4)
Summary	212	(2)
Designing an effective organisational infrastructure	214	(28)
Introduction	214	(1)
Conditions for a university to be a learning organisation	214	(5)
Establishing an appropriate organisational infrastructure	219	(3)
Expanding knowledge	222	(2)
Sharing knowledge	224	(3)
Innovating	227	(5)
Evaluating	232	(1)
Implementing	233	(3)
Validating	236	(1)
Summary	237	(1)
The national infrastructure for innovation in Higher Education	238	(2)
Conclusions	240	(2)
Appendix 1 Extract from Plato's Meno Dialogue	242	(2)
Appendix 2 Subject teaching journals available on the Web	244	(2)
Appendix 3 Summary of activities for an effective organisational infrastructure	246	(3)
Glossary	249	(4)
References	253	(1)
Books and journal articles	253	(7)
Web references	260	(1)
Index	261