Rethinking Pedagogy for a Digital Age

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

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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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Product details

  • Paperback | 352 pages
  • 152.4 x 226.06 x 22.86mm | 521.63g
  • Taylor & Francis Ltd
  • London, United Kingdom
  • English
  • New edition
  • 2nd New edition
  • 25 Tables, black and white; 21 Illustrations, black and white
  • 0415539978
  • 9780415539975
  • 136,838

Table of contents

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

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.
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