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

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

Paperback

Edited by Helen Beetham, Edited by Rhona Sharpe

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  • Publisher: ROUTLEDGE
  • Format: Paperback | 352 pages
  • Dimensions: 152mm x 226mm x 23mm | 522g
  • Publication date: 17 May 2013
  • Publication City/Country: London
  • ISBN 10: 0415539978
  • ISBN 13: 9780415539975
  • Edition: 2, Revised
  • Edition statement: 2nd Revised edition
  • Illustrations note: 21 black & white illustrations, 25 black & white tables
  • Sales rank: 137,926

Product description

Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition of Rethinking Pedagogy for a Digital Age examines 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: * examines the reality of design in practice * shares tools and resources to guide practice * analyses design within complex systems * discusses the influence of open resources on design * includes design principles for mobile learning * explores practitioner development in course teams * presents scenarios for design for learning in an uncertain future 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 Age is an essential guide to designing for 21st Century learning.

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Author information

Helen Beetham is an independent consultant, researcher and author in the field of e-learning, with particular expertise in UK Higher Education. Rhona Sharpe is Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University, UK.

Table of contents

Table of Contents An introduction to rethinking pedagogy by Helen Beetham and Rhona Sharpe Part One: Principles and practices of designing for learning Chapter 1 Technology enhanced learning: the role of theory by Terry Mayes and Sara de Freitas Chapter 2 Designing for active learning in technology-rich contexts by Helen Beetham Chapter 3 The analysis of complex learning environments by Peter Goodyear and Lucila Carvalho Chapter 4 The challenge of teachers' design practice by Liz Masterman Chapter 5 Tools and resources to guide practice by By Grainne Conole Chapter 6 Describing ICT-based learning designs that promote quality learning outcomes by Ron Oliver, Barry Harper, Sandra Wills, Shirley Agostinho and John Hedberg Chapter 7 Learning designs as stimulus and support for teachers' design practices by Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper Chapter 8 Representing practitioner experiences through learning designs and patterns by Patrick McAndrew and Peter Goodyear Chapter 9 The influence of open resources on design practice by Chris Pegler Part Two: Contexts for design Chapter 10 Designing for learning in course teams by Rhona Sharpe and Martin Oliver Chapter 11 The art of design by Derek Harding and Bruce Ingraham Chapter 12 Activity designs for professional learning by Rachel Ellaway Chapter 13 Designing for practice: A view from social science by Chris Jones Chapter 14 Student as producer is hacking the university by Joss Winn and Dean Lockwood Chapter 15 The LAMS community: Building communities of designers by James Dalziel Chapter 16 Design principles for mobile learning by Agnes Kukulska-Hulme and John Traxler Chapter 17 Designing for learning in an uncertain future by Helen Beetham