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| Teaching as a design science | |
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| The role of technology | |
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| Learning about teaching | |
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| Education as a design science | |
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| Design patterns for learning | |
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| The foundations for teaching as design | |
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| What is formal learning? | |
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| Introduction | |
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| The view from the educational establishment | |
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| The view from the workplace | |
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| The view from educational theorists | |
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| Teachers' views of formal learning | |
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| Concluding points | |
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| What students bring to learning | |
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| Introduction | |
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| Student engagement | |
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| Intellectual characteristics | |
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| Formal and informal learning contexts | |
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| Summary | |
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| What it takes to learn | |
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| Introduction | |
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| What happens in learning | |
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| Making learning happen | |
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| Summary | |
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| What it takes to teach | |
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| Introduction | |
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| Factors infulencing the design of teaching | |
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| Approaches to designing for learning | |
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| Aligning goals, activities and assessment | |
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| Monitoring alternative conceptions | |
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| Scaffolding theory-generated practice | |
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| Fostering conceptual change | |
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| Encouraging metacognition | |
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| Teaching as design | |
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| A principled approach to designing for learning | |
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| Summary | |
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| Motivating and enabling the learning cycle | |
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| Introduction | |
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| The under-performance of learning technologies | |
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| A framework for analysing formal learning | |
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| Technologies for teaching-learning activities | |
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| The framework as a design analysis tool | |
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| The idea of pedagogical patterns | |
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| Summary | |
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| Learning through acquisition | |
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| Introduction | |
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| Learning through acquisition | |
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| Teaching using narrative presentation | |
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| Structuring a narrative presentation | |
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| How can digital technologies help? | |
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| Preparing students for learning through acquisition | |
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| Capturing pedagogical patterns | |
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| Summary: designing for learning through acquisition | |
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| Learning through inquiry | |
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| Introduction | |
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| Learning through inquiry | |
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| Inquiry learning in the Conversational Framework | |
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| How can digital technologies help? | |
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| Pedagogical patterns for inquiry learning | |
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| Summary: designing for learning through inquiry | |
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| Learning through discussion | |
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| Introduction | |
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| Learning through discussion | |
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| Discussion-based methods | |
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| How can digital technologies help? | |
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| The pedagogy of learning through discussion | |
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| Pedagogical patterns for discussion learning | |
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| Summary: designing for learning through discussion | |
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| Learning through practice | |
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| Introduction | |
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| Learning through practice | |
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| Learning through practice in formal education | |
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| How can digital technologies help? | |
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| Pedagogical patterns for learning through practice | |
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| Summary: designing for learning through practice | |
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| Learning through collaboration | |
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| Introduction | |
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| Learning through collaboration | |
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| How can digital technologies help? | |
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| Pedagogical patterns for collaborative learning | |
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| Summary: designing for learning through collaboration | |
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| Teaching as developing pedagogical | |
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| Patterns | |
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| Introduction | |
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| Requirements for a design science | |
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| Representing patterns for learning | |
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| Exploring the idea of pedagogical patterns | |
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| Learning design tools and resources | |
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| Collaborative learning for teachers | |
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| Concluding points | |
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| References | |