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Rethinking Pedagogy for a Digital Age Designing for 21st Century Learning

ISBN-10: 0415539978
ISBN-13: 9780415539975
Edition: 2nd 2013 (Revised)
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Description: Incorporating a variety of contexts – face-to-face, self-directed, blended, and distance learning modes – the second edition of Rethinking Pedagogy for a Digital Ageexamines a wide range of perspectives on effectively designing and delivering  More...

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Book details

Edition: 2nd
Copyright year: 2013
Publisher: Taylor & Francis Group
Publication date: 4/17/2013
Binding: Paperback
Pages: 352
Size: 6.00" wide x 8.75" long x 0.75" tall
Weight: 0.880

Incorporating a variety of contexts – face-to-face, self-directed, blended, and distance learning modes – the second edition of Rethinking Pedagogy for a Digital Ageexamines a wide range of perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner-focused, and accessible. This powerful book:• provides specific activities for achieving learning outcomes• classifies and clarifies technologies’ uses for learning and role in educational design• explores current systems and future developments• explains learners’ competencies and approaches• includes tips on designing for mobile technologies• incorporates practitioner development• discusses sustainability, organisational barriers and learning communities.Illustrated by case studies from across disciplines and supported by a helpful appendix of tools and resources for researchers, practitioners and teachers, the second edition of Rethinking Pedagogy for a Digital Ageis an essential guide to effective design and implementation of e-learning.

List of Illustrations
Notes on Contributors
Foreword to the Second Edition
Foreword to the First Edition
Acknowledgements
List of abbreviations
An Introduction to Rethinking Pedagogy
Principles and Practices of Designing
Technology-Enhanced Learning: The Role of Theory
Designing for Active Learning in Technology-Rich Contexts
The Analysis of Complex Learning Environments
The Challenge of Teachers' Design Practice
Tools and Resources to Guide Practice
Describing ICT-Based Learning Designs that Promote Quality Learning Outcomes
Learning Designs as a Stimulus and Support for Teachers' Design Practices
Representing Practitioner Experiences through Learning Designs and Patterns
The Influence of Open Resources on Design Practice
Designing for Learning in Context
Designing for Learning in Course Teams
The Art of Design
Activity Designs for Professional Learning
Designing for Practice: A View from Social Science
Student as Producer is Hacking the University
The LAMS Community: Building Communities of Designers
Design Principles for Mobile Learning
Designing for Learning in an Uncertain Future
Resources
Appendices
Three (and a Half) Approaches to Understanding How People Learn
A Taxonomy of Digital and Information Literacies Linked to Bloom's Taxonomy of Educational Objectives
A Taxonomy of Digital and Information Literacy Linked to SCONUL's Seven Pillars
Learner Differences and their Implications for Design
Learning Activity Design: A Checklist
Some Fundamental Decisions about the Student Experience of Learning
Blue Skies Planning Checklist
Critics' Checklist
E-Learning Practice Evaluator
Index

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