Explorations in the Learning Sciences, Instructional Systems

By: GrÃ¡inne Conole

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Hardcover | 21 September 2012

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340 Pages

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22.86 x 15.88 x 2.03

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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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Non-Fiction Education Education Equipment & Technology Educational Psychology Teaching Skills & Techniques Higher & Further Education

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Paperback

Published: 15th October 2014

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Introduction	p. 1
Overview	p. 1
The Context of Modern Education	p. 1
The Nature of Educational Technology	p. 3
Today's Learners	p. 4
The Need for a New Learning Design Methodology	p. 5
Learning Design: A Definition	p. 7
Audience	p. 8
Structure of the Book	p. 9
The Process of Writing the Book	p. 11
References	p. 12
Theory and Methodology: The Interdisciplinary Nature of the Field	p. 15
Introduction	p. 15
Definitions	p. 15
Researchers' Home Disciplines	p. 17
The Nature of Theory	p. 18
Theoretical Perspectives	p. 19
Cultural-Historical Activity Theory (CHAT)	p. 19
Communities of Practice	p. 20
Actor-Network Theory	p. 21
Cybernetics and Systems Thinking	p. 22
Methodological Approaches	p. 22
Content Analysis	p. 23
Ethnography	p. 23
Case Studies	p. 24
Action Research	p. 24
Evaluation	p. 24
Choosing an Appropriate Methodology	p. 25
Influences, Beliefs and Theoretical Perspectives	p. 25
Interdisciplinarity and TEL Research	p. 26
Conclusion	p. 27
References	p. 28
Related Research Fields	p. 33
Introduction	p. 33
Instructional Design	p. 33
The Learning Sciences	p. 37
Learning Objects and Open Educational Resources	p. 38
Pedagogical Patterns	p. 40
Professional Networks and Support Centres	p. 43
Conclusion	p. 44
References	p. 44
Open, Social and Participatory Media	p. 47
Introduction	p. 47
The Changing Digital Landscape of Education	p. 48
A Review of New Technologies	p. 49
The Characteristics of New Technologies	p. 49
The Impact of Web 2.0 Technologies	p. 50
The Use of Web 2.0 Technologies in Education	p. 52
Impact on Practice	p. 52
A Review of Web 2.0 Tools and Practice	p. 56
Learning Spaces	p. 57
Conclusion	p. 59
References	p. 61
Mediating Artefacts	p. 65
Introduction	p. 65
The Origins of the Concept of Mediating Artefacts	p. 65
Capturing and Representing Practice	p. 66
Examples of Mediating Artefacts	p. 68
Understanding Learning Activities Through Mediating Artefacts	p. 72
Meta-mediating Artefacts	p. 72
Activity Theory	p. 74
An Illustrative Example of the Application of This Approach	p. 76
The Design Phase	p. 77
Use Scenario 1 - Beginners' Route	p. 79
Use Scenario 2 - Advanced Route	p. 80
Use Scenario 3 - Repurposes	p. 80
Conclusion	p. 81
References	p. 82
Affordances	p. 85
Introduction	p. 85
Definitions of the Term	p. 85
ICT Affordances	p. 88
The Co-evolution of Tools and Users	p. 90
Collaboration	p. 90
Reflection	p. 92
Interaction	p. 93
Dialogue	p. 93
Creativity	p. 94
Organisation	p. 95
Inquiry	p. 96
Authenticity	p. 96
Constraints	p. 97
Conclusion	p. 98
References	p. 98
Design Languages and Learning Design	p. 101
Introduction	p. 101
The Challenges of Designing for Learning	p. 101
Practitioners' Approaches to Design	p. 102
Repurposing an Open Educational Resource	p. 107
Design Languages	p. 109
Design Notation in Music, Architecture and Chemistry	p. 113
Musical Notation	p. 114
Architectural Notation	p. 115
Chemical Notation	p. 116
Learning Design	p. 117
Defining Learning Design	p. 118
The Origins of Learning Design	p. 119
A Spectrum of Learning Design Languages	p. 123
The Open Learning Design Methodology	p. 126
The OU Learning Design Initiative	p. 126
Design-Based Research (DBR)	p. 129
The OULDI Learning Design Methodology	p. 130
Conclusion	p. 133
References	p. 134
Design Representations	p. 139
Introduction	p. 139
Types of Representation	p. 139
Examples of Different Types of Representation	p. 142
Textual	p. 142
Content Map	p. 142
The Course Map View	p. 144
The Pedagogy Profile	p. 147
The Task Swimlane Representation	p. 147
Learning Outcomes Map	p. 149
The Course Dimensions View	p. 150
The Principles/Pedagogy Matrix	p. 151
Evaluation of the Views	p. 151
The Emotional Regulation Learning Intervention	p. 152
Pedagogy Profile	p. 153
Course Dimensions	p. 154
Learning Outcomes	p. 154
Task Swimlane	p. 155
Conclusion	p. 156
References	p. 158
Tools for Visualising Designs	p. 161
Introduction	p. 161
CompendiumLD	p. 162
A Description of the Tool and Its Functionality	p. 162
Evaluation	p. 168
Learning Activity Management System (LAMS)	p. 173
WebCollage	p. 174
CADMOS	p. 176
Generic Tools	p. 179
Conclusion	p. 181
References	p. 181
Pedagogical Planners	p. 183
Introduction	p. 183
The Need for Pedagogical Planners	p. 183
Examples of Pedagogical Planners	p. 185
The DialogPlus Toolkit	p. 185
Phoebe	p. 190
The London Pedagogical Planner (LPP)	p. 192
The Learning Design Support Environment (LDSE)	p. 196
Conclusion	p. 198
References	p. 201
The Nature of Openness	p. 203
Introduction	p. 203
Facets of Openness	p. 203
Open Design	p. 203
Open Delivery	p. 204
Open Evaluation	p. 204
Open Research	p. 204
Principles	p. 204
Defining Openness	p. 205
Characteristics of Openness	p. 206
The OU's Supported Open Learning (SOL) Model	p. 207
Applying Openness	p. 210
Open Design	p. 210
Open Delivery	p. 211
Open Evaluation	p. 213
Open Research	p. 216
Conclusion	p. 222
References	p. 223
Open Educational Resources	p. 225
Introduction	p. 225
The Open Educational Resource Movement	p. 225
A Review of OER Initiatives	p. 228
The OpenLearn Project	p. 229
Wikiwijs	p. 232
LeMill	p. 232
Podcampus	p. 233
Conclusion	p. 234
Appendix: The Broader OER Landscape	p. 234
References	p. 242
Realising the Vision of Open Educational Resources	p. 245
Introduction	p. 245
The OLnet Initiative	p. 246
The OPAL Initiative	p. 249
Strategies and Policies	p. 251
Quality Assurance Models	p. 252
Collaborative and Partnership Models	p. 254
Tools and Tool Practices	p. 255
Innovations	p. 258
Skills Development and Support	p. 259
Business Models and Sustainability Strategies	p. 259
Barriers and Enablers	p. 260
Enhancing the Quality and Innovations of OER	p. 261
Conclusion	p. 262
References	p. 263
Online Communities and Interactions	p. 265
Introduction	p. 265
Mapping Technologies	p. 265
Modes of Interaction	p. 269
The Changing Nature of Online Communities	p. 270
The Pedagogies of E-learning	p. 272
Sfard's Metaphors of Learning	p. 276
Frameworks for Supporting Online Communities	p. 277
The Community Indicator Framework (CIF)	p. 279
Conclusion	p. 280
References	p. 280
Cloudworks	p. 285
Introduction	p. 285
Cloudworks	p. 285
Theoretical Underpinnings	p. 288
Using CIF to Evaluate the Use of Cloudworks	p. 290
Using Cloudworks to Support Practitioners	p. 291
Using Cloudworks to Support Learning	p. 296
Other Types of Activities in Cloudworks	p. 299
Conclusion	p. 302
References	p. 303
Conclusion	p. 305
Introduction	p. 305
Open, Social and Participatory Media	p. 306
Future Research Directions	p. 309
Conclusion	p. 311
References	p. 311
Postscript	p. 313
Introduction	p. 313
The Initial Idea	p. 313
The Changing Nature of Academic Discourse	p. 314
My Experience of Adopting an Open Approach	p. 316
Conclusion	p. 318
References	p. 318
Index	p. 319
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Explorations in the Learning Sciences, Instructional Systems

At a Glance

Hardcover

Shipping

How to return your order

Defective items

You Can Find This Book In

Other Editions and Formats

Paperback

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