Monday, December 02, 2019

Design of Technology-enhanced Learning - Integrating research and practice - book overview


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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