Rethinking Pedagogy For A Digital Age: Designing For 21st Century Learning by Helen BeethamRethinking Pedagogy For A Digital Age: Designing For 21st Century Learning by Helen Beetham

Rethinking Pedagogy For A Digital Age: Designing For 21st Century Learning

EditorHelen Beetham, Rhona Sharpe

Paperback | April 17, 2013

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Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition ofRethinking Pedagogy for a Digital Ageexamines 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 ofRethinking Pedagogy for a Digital Ageis an essential guide to designing for 21st Century learning.

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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Title:Rethinking Pedagogy For A Digital Age: Designing For 21st Century LearningFormat:PaperbackDimensions:352 pages, 8.9 × 6 × 1 inPublished:April 17, 2013Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415539978

ISBN - 13:9780415539975

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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 Gr'ne 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