Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology by Diana Laurillard

Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology by Diana Laurillard

Author:Diana Laurillard
Language: eng
Format: epub, pdf
Publisher: Routledge
Published: 2012-03-09T16:00:00+00:00


The sense of personal engagement with the inquiry is common to all these studies, emphasizing learning as a personal process: active, student-driven learning (Coombs and Elden 2004), and student-based exploration of an authentic problem (Wilke and Straits 2001).

Resources

The materials provided depend on what is available for students physically and digitally. Physical resources include books, documents, locations, artifacts, objects, recordings – they take many forms, depending on the subject area. Digital equivalents extend what is available to students, as we come to in a later section. Perhaps because resources are so subject-dependent there is little discussion in empirical studies of how they should be selected or provided, but clearly they have to fit the nature of the task.

It is interesting that although Hmelo-Silver and colleagues strongly advocate IBL and PBL, one of their key strategies for scaffolding is “embedding expert guidance” through lectures, texts, resources, and videos, all of which require learning through acquisition. Including such resources as a form of guidance, of course, begs the question of how well those resources support learning through acquisition. Embedding them within an inquiry learning task does not necessarily make them more intelligible. We saw in Chapter 7 an example of how it takes a particular learning sequence and task design to make the class presentation fully intelligible, so for learning through acquisition and inquiry to complement each other in inquiry learning we need to know more exactly how the expert guidance is designed and used.



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