Rethinking Pedagogy for a Digital Age

Rethinking Pedagogy for a Digital Age cover

Beetham, H. and Sharpe, R. (eds) (2013) Rethinking Pedagogy for a Digital Age: Designing for the 21st Century, 2nd ed., New York, Routledge.

This book  is a collection of essays about pedagogical approaches in technology-enhanced learning.

My reading notes

Part 1: Principles and practices of designing

Ch. 1: Technology-enhanced learning: The role of theory (Mayes, T. and de Freitas, S.)

Ch. 2: Designing for active learning in technology-rich contexts (Beetham, H.)

Ch. 3: The analysis of complex learning environments (Goodyear, P. and Carvalho, L.)

Ch. 4: The challenge of teachers’ design practice (Masterman, L.)

Ch. 5: Tools and resources to guide practice (Conole, G.)

Ch. 6: Describing ICT-based learning designs that promote quality learning outcomes (Oliver, R., Harper, B., Wills, S., Agostinho, S., and Hedberg, J.)

Ch. 7: Learning designs as a stimulus and support for teachers’ design practices (Agostinho, S., Bennett, S., Lockyer, L., Jones, J., and Harper, B.)

Ch. 8: Representing practitioner experiences through learning designs and patterns (McAndrew, P. and Goodyear, P.)

Ch. 9: The influence of open resources on design practice (Pegler, C.)

Part 2: Designing for learning in context

Ch. 10: Designing for learning in course teams (Sharpe, R. and Oliver, M.)

Ch. 11: The art of design (Harding, D., and Ingraham, B.)

Ch. 12: Activity designs for professional learning (Ellaway, R.)

Ch. 13: Designing for practice: A view from social science (Jones, C.)

Ch. 14: Student as producer is hacking the university (Winn, J. and Lockwood, D.)

Ch. 15: The LAMS [learning activity management system] community: Building communities of designers (Dalziel, J.)

Ch. 16: Design principles for mobile learning (Kukulska-Hulme, A., and Traxler, J.)

Ch. 17: Designing for learning in an uncertain future (Beetham, H.)

Part 3: Resources

Appendix 1: Three (and a half) approaches to understanding how people learn

Appendix 2: A taxonomy of digital and information literacies linked to Bloom’s taxonomy of educational objectives

Appendix 3: A taxonomy of digital and information literacies linked to SCONUL’s [Society of College, National and University Libraries] seven pillars

Appendix 4: Learning differences and their implications for design

Appendix 5: Learning activity design: A checklist

Appendix 6: Some fundamental decisions about the student experience of learning

Appendix 7: Blue skies planning checklist

Appendix 8: Critics’ checklist

Appendix 9: E-learning practice evaluator

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