Overview

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.

Full Product Details

Author:   Gráinne Conole
Publisher:   Springer-Verlag New York Inc.
Imprint:   Springer-Verlag New York Inc.
Edition:   2013 ed.
Volume:   4
Dimensions:   Width: 15.50cm , Height: 1.80cm , Length: 23.50cm
Weight:   5.153kg
ISBN:  

9781493902026

ISBN 10:   1493902024
Pages:   324
Publication Date:   15 October 2014
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Table of Contents   1. Preface: origins of and rationale for the book.-   2. Setting the scene 3. Overview b. 4. The context of modern education c. 5.  The nature of educational technology d. 6. Today’s learners e. 7. The need for a new learning design methodology f. 8.  Audience and structure of the book g. 9. The process of writing the book.-   Ch 2 Design languages a.  Introduction b.  The challenges of designing for learning c.  Design languages d.  Design notation in music, architecture and chemistry i.   Musical notation ii.  Architectural notation iii. Chemical notation e.  Learning design i.   Defining learning design ii.  The origins of learning design iii. A spectrum of learning design languages f.   Origins of the Open Learning Design methodology i.   The OU Learning Design Initiative ii.  Design-Based Research iii. The OULDI learning design methodology g.  Conclusion.-   Ch 3: Related research fields a.  Introduction b.  Instructional Design c.  Learning Sciences d.  Learning objects and Open Educational Practices e.  Pedagogical Patterns f.   Professional networks and support centres g.  Conclusion.-   Ch 4: Open, social and participatory media a.  Introduction b.  The changing digital landscape of education c.  A review of new technologies i.   The characteristics of new technologies ii.  The impact of Web 2.0 technologies iii. The use of Web 2.0 technologies in education iv. The impact on practice d.  A review of Web 2.0 tools and practice e.  Conclusion.-   Theoretical perspectives   Ch 5 Theory and methodology in learning design research a.  Introduction b.  Definitions c.  Researchers’ home disciplines d.  The nature of theory e.  Theoretical perspectives i.    Cultural Historical Activity Theory (CHAT) ii.  Communities of Practice iii. Actor Network Theory iv. Cybernetics and systems thinking a.  Methodological approaches i.    Content analysis ii.  Ethnography iii. Case studies iv. Action research v.  Evaluation vi. Choosing an appropriate methodology b.  Influences, beliefs and theoretical perspectives c.  Conclusion.-   Ch 6 The role of Mediating Artifacts in learning design a.  Introduction b.  The origins of the concept of Mediating Artifacts c.  Capturing and representing practice d.  Examples of Mediating Artifacts e.  Understanding learning activities through Mediating Artifacts f.   Meta-Mediating Artifacts g.  An illustrative example of the application of this approach i.    Teacher A: The design phase ii.  Learner A: Use Scenario 1 - beginner’s route iii. Learner B: Use Scenario 2 - advanced route iv. Teacher B: Use Scenario 3 - repurposing h.  Conclusion.-   Ch 7 Affordances a.  Introduction b.  Definitions of the term c.  ICT affordances i.   Collaboration ii.  Reflection iii. Interaction iv. Dialogue v.  Creativity vi. Organization vii.             Inquiry viii.            Authenticity ix. Negative affordances - constraints a.  Conclusion.-   Design representations and tools Ch 8 Design representations a.  Introduction b.  Types of representation c.  Examples of different types of representations i.    Textual ii.  Content map iii. The course mapview iv. The pedagogy profile v.  The task swimlane representation vi. Learning outcomes map vii.   The course dimensions view viii.  Principles/pedagogy matrix d.  Evaluation of the views e.  An example of application of the representations i.    Course view ii.  Pedagogical profile iii. Course dimensions iv. Learning outcomes v.  Task swimlane f.   Conclusion.-   Ch 9 Case study: tools for visualizing designs a.  Introduction b.  Practitioners’ approaches to design c.  Repurposing an Open Educational Resource d.  The development of Compendium LD e.  Evaluation of the use of Compendium LD f.   Use by practitioners g.  Use by students h.  Other visualization tools i.    Conclusion.-   Ch 10 Pedagogical planners a.  Introduction b.  The need for pedagogical planners c.  Examples of pedagogical planners i.   The DialogPlus toolkit ii.  Phoebe iii. The London Pedagogical Planner (LPP) iv. The Learning Design Support Environment (LDSE) d.  Conclusion.-   Openness   Ch 11 The nature of openness a.  Introduction b.  Facets of openness i.    Open design ii.  Open delivery iii. Open evaluation iv. Open research c.  Principles d.  Defining openness e.  Characteristics of openness f.   The OU’s Supported Open Learning (SOL) model g.  Applying openness i.    Open design ii.  Open delivery iii. Open evaluation iv. Open research h.  Conclusion.-   Ch 12 Open Educational Resources a.  Introduction b.  The Open Educational Resource movement c.  A review of OER initiatives d.  Case study 1: Openlearn e.  Case study 2: Wikiwijs f.  Case study 3: LeMill g.  Case study 4: Podcampus h.  Conclusion i.    Appendix: The broader OER landscape.-   Ch 13 Case study: Realising the vision of Open Educational Resources a.  Introduction b.  The Olnet initiative c.  The OPAL initiative i.    Strategies and policies ii.  Quality assurance models iii. Collaborative and partnership modles iv. Tools and tool practices v.  Innovations vi. Skills development and support vii.   Business models and sustainability strategies viii.  Barriers and enablers d.  Enhancing the quality and innovation of OER e.  Conclusion.-   Social and participatory media   Ch 14: Online communities and interactions a.  Introduction b.  The co-evolution of tools and practice c.  Modes of interaction d.  The changing nature of online communities e.  The pedagogies of e-learning f.   Sfard’s metaphors of learning g.  Frameworks for supporting online communities h.  The Community Indicators Framework i.    Conclusion.-   Ch 15 Case study: Cloudworks a.  Introduction b.  Cloudworks c.  Theoretical underpinnings d.  Evaluation of the OU Learning and Teaching Cloudscape e.  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. 

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