Bower, M. (2017) published by Emerald Publishing Company.
After the preface (rationalisation for the book and
summaries of chapters), acknowledgements and foreword (by J. Hedberg), there
are 12 chapters.
1) Technology integration as an educational
imperative
Begins with setting up the broader context for the need to
design learning with supporting TEL. Introduces, rationalises and details the
role of ‘design thinking’ and the field of learning design and argues that
teaching is a design science (as per Laurillard’s work). The work of
Laurillard, Siemens and Conole are compared, discussed and critiqued. The six
approaches of learning design are introduced – technical standards, pattern
descriptions, visualisations, visualisation tools, pedagogical planners and
learning activity management system.
2)
The Technology Pedagogy and Content Knowledge
(TPACK) framework and its implications
Here the TPACK framework is introduced and critiqued. Provides
examples of TPACK in practice and recommendations on how teachers are able to
develop the capacities for applying TPACK. There is a comprehensive literature
review of TPACK as well.
3)
Pedagogy and technology-enhanced learning
Provides an overview of the relevant pedagogies. The
pedagogies include the usual – behaviourism, cognitivism, constructivism,
socio-constructivism and connectivism. Pedagogical approaches are also
overviewed, including collaborative learning, problem-based learning,
inquiry-based learning, constructionist learning, design-based learning and
games-based learning. Each is described with examples and brief critiques. The
role of the teacher in applying the relevant pedagogical approaches is
summarised.
4)
Technology affordances and multimedia learning
effects
In this chapter, the two frameworks applied to the use of
TEL – affordances and the learning effects from multimedia are introduced,
detailed and discussed. The focus with ‘affordances’ is to understand the
potentialities of the multimedia with relevance to the learning objectives to
be achieved and matching both to maximise learning. With learning effects, the
different ways for using text, images, audio, video etc. and their impact on
understanding and learning are introduced and discussed.
5)
Representing and sharing content using
technology
Applies the taxonomy of learning, teaching and assessing
(Anderson & Krathwohl, 2001) towards how technology may be used to
represent and share content. The representational requirements of core subject
areas – English, maths, science, history, geography, IT) are presented.
6)
Design thinking and learning design
Introduces and substantiates the principles of design
thinking, design science and learning design as ways forward to integrate TEL
into teaching and learning. The educational design models of Laurillard,
Siemens and Conole are revisited.
7)
Design of Web 2.0 enhanced learning
Reviews the work on Web 2.0 and its impact on teaching and
learning. Defines, Web 2.0, defines opportunities and presents a typology to
assist with matching the benefits to learning outcomes. The advantages and
challenges are also presented. Two case studies are provided to underpin the
typology.
8)
Designing for learning using social networking
A review of social networking in education from a design
perspective us provided. The various benefits, issues and implications for
using social networking are presented through the chapter.
9)
Designing for mobile learning
Mobile learning is rationalised as one forward to engage
learners. Examples in school and higher education are provided. Benefits are
summarised along with issues. Recommendations are synthesized towards the
development of mobile learning. Examples from school and higher education are
provided and recommendations for learning design, implementation are provided.
10)
Designing for learning using virtual worlds
Virtual worlds are defined and contrasted. These virtual
worlds include Second Life, Active Worlds, Open Sim and Minecraft. The benefits
are distilled from the literature along with other forms of virtual worlds
including 3D simulations, role-plays, construction tasks and immersive
learning. Examples from school and higher education are provided and
recommendations for learning design, implementation are provided.
11)
Abstracting technology-enhanced learning design
principles
From applying learning design to the design of learning
through Web 2.0, social networking and virtual worlds, design principles are
synthesised.
12)
Technology-enhanced learning – conclusions and
future directions
Brings the various discussions through the book together
through presenting some future scenarios for TEL.
The book fills a gap and brings in academic research across
the last two decades, to inform the deployment of TEL into teaching and
learning practice. Research and teaching and learning inform each other and one
should not take place in isolation from the other.
The book is well-structured and readable with pragmatic
application of research towards the integration of TEL for the improvement /
enhancement of teaching and learning.
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