Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 3/16/2012
  • Publisher: Routledge
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The third edition of Rethinking University Teaching builds upon the success of the bestselling second edition and maintains a sound theoretical basis for designing and using learning technologies at the Higher Education level. This new edition is fully updated and addresses the principal technological changes that have taken centre stage since 2004.New readers will find Diana Laurillard's work fills a glaring gap in current e-learning literature. Part one effectively covers what teachers and lecturers need to know of the most important research on student learning and the principal theories of teaching and learning. This sound theoretical foundation provides a backbone for readers to develop a foundational set of requirements for teaching that will help students learn more effectively. Part two represents this current understanding of the learning process as a framework tool that challenges the use of both conventional and digital technologies: the Conversational Framework (CF). The Conversational Framework (CF) is used to examine and analyse both conventional and digital technologies and encourages users to focus on a "needs-driven" approach rather than a "technology-driven" approach. Part three tackles the implementation of both conventional and digital technologies within the everyday reality of university teaching. This section helps the teacher embrace the perspective of the student, who now studies and learns on campus, home and workplace, using a range of technologies.New and expanded topics on developing technologies include: mobile learning and social networking sites collaborative learning learning design tools blended learning synchronous communication technologies user-generated content technologies learning outside the institution open education resources.This professional guide is essential reading for academics, support staff, administrators and anyone concerned with improving the quality of teaching in higher education. This text is also appropriate for courses found in educational technology and e-learning graduate level programs worldwide.

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