The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don't necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive 'learning pathways' to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.
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Verlagsort
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Dateigröße
ISBN-13
978-1-4419-8517-0 (9781441985170)
DOI
10.1007/978-1-4419-8517-0
Schweitzer Klassifikation
Table of Contents 1. Preface: origins of and rationale for the book.- 2. Setting the scene3. Overviewb. 4. The context of modern educationc. 5. The nature of educational technologyd. 6. Today's learnerse. 7. The need for a new learning design methodologyf. 8. Audience and structure of the bookg. 9. The process of writing the book.- Ch 2 Design languagesa. 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 researcha. 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 mapviewiv. The pedagogy profilev. The task swimlane representationvi. Learning outcomes mapvii. The course dimensions viewviii. Principles/pedagogy matrixd. Evaluation of the viewse. An example of application of the representationsi. Course viewii. Pedagogical profileiii. Course dimensionsiv. Learning outcomesv. Task swimlanef. Conclusion.- Ch 9 Case study: tools for visualizing designs a. Introductionb. Practitioners' approaches to designc. Repurposing an Open Educational Resourced. The development of Compendium LDe. Evaluation of the use of Compendium LDf. Use by practitionersg. Use by studentsh. Other visualization toolsi. Conclusion.- Ch 10 Pedagogical planners a. Introductionb. The need for pedagogical plannersc. Examples of pedagogical plannersi. The DialogPlus toolkitii. Phoebeiii. The London Pedagogical Planner (LPP)iv. The Learning Design Support Environment (LDSE)d. Conclusion.- Openness Ch 11 The nature of openness a. Introductionb. Facets of opennessi. Open designii. Open deliveryiii. Open evaluationiv. Open researchc. Principlesd. Defining opennesse. Characteristics of opennessf. The OU's Supported Open Learning (SOL) modelg. Applying opennessi. Open designii. Open deliveryiii. Open evaluationiv. Open researchh. Conclusion.- Ch 12 Open Educational Resources a. Introductionb. The Open Educational Resource movementc. A review of OER initiativesd. Case study 1: Openlearne. Case study 2: Wikiwijsf. Case study 3: LeMillg. Case study 4: Podcampush. Conclusioni. Appendix: The broader OER landscape.- Ch 13 Case study: Realising the vision of Open Educational Resources a. Introductionb. The Olnet initiativec. The OPAL initiativei. Strategies and policiesii. Quality assurance modelsiii. Collaborative and partnership modlesiv. Tools and tool practicesv. Innovationsvi. Skills development and supportvii. Business models and sustainability strategiesviii. Barriers and enablersd. Enhancing the quality and innovation of OERe. Conclusion.- Social and participatory media Ch 14: Online communities and interactions a. Introductionb. The co-evolution of tools and practicec. Modes of interactiond. The changing nature of online communitiese. The pedagogies of e-learningf. Sfard's metaphors of learningg. Frameworks for supporting online communitiesh. The Community Indicators Frameworki. Conclusion.- Ch 15 Case study: Cloudworks a. Introductionb. Cloudworksc. Theoretical underpinningsd. Evaluation of the OU Learning and Teaching Cloudscapee. Using Cloudworks to support learning.- Conclusion Ch 16 Conclusion, implications and reflections Postscript - reflections on adopting an open approach to the writing of the book.
