000 08552nam a22004575i 4500
001 978-1-4419-8517-0
003 DE-He213
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007 cr nn 008mamaa
008 120920s2013 xxu| s |||| 0|eng d
020 _a9781441985170
_9978-1-4419-8517-0
024 7 _a10.1007/978-1-4419-8517-0
_2doi
050 4 _aLC8-6691
072 7 _aYQT
_2bicssc
072 7 _aEDU039000
_2bisacsh
082 0 4 _a371.33
_223
100 1 _aConole, Gráinne.
_eauthor.
245 1 0 _aDesigning for Learning in an Open World
_h[electronic resource] /
_cby Gráinne Conole.
264 1 _aNew York, NY :
_bSpringer New York :
_bImprint: Springer,
_c2013.
300 _aXVI, 321 p. 90 illus., 76 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aExplorations in the Learning Sciences, Instructional Systems and Performance Technologies ;
_v4
505 0 _aTable 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 map view 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. .
520 _aDesigning for Learning in an Open World provides specific information and research for acquiring the requisite skills to both design and support learning opportunities that harness the potential of available technologies. Further, Designing for Learning in an Open World proposes new, innovative learning pathways, created to empower learners to blend formal educational offerings with free resources and services. The new approach and new pathways suggested by the author force readers to rethink the entire instructional design process, enabling both teachers and learners to take into account a blended learning context, now the norm in our modern educational environment.
650 0 _aEducation.
650 0 _aEducational psychology.
650 1 4 _aEducation.
650 2 4 _aEducational Technology.
650 2 4 _aEducational Psychology.
650 2 4 _aLearning & Instruction.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781441985163
830 0 _aExplorations in the Learning Sciences, Instructional Systems and Performance Technologies ;
_v4
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4419-8517-0
912 _aZDB-2-SHU
999 _c94483
_d94483