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Learning by Design: Creating Pedagogical Frameworks for Knowledge Building in the Twenty-First Century

Yelland, Nicola and Cope, Bill and Kalantzis, Mary (2008) Learning by Design: Creating Pedagogical Frameworks for Knowledge Building in the Twenty-First Century. Asia Pacific Journal of Teacher Education, 36 (3). pp. 197-213. ISSN 1359-866X

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Abstract

In this paper we present a new theoretical framework for effective teaching and learning in the twenty-first century. We focus on learning activities that exemplify pedagogy as knowing in action and consider the ways in which this enables a transformation of learning in schools. We provide examples of the ways in which this can be designed and implemented. The incorporation of new technologies to assist in this process is central. The use of ICT for documenting and publishing teacher designs for learning form the basis of our work with teachers. The learning activities that they created for their students incorporated the use of ICT in dynamic ways since these are the resources that form the basis of their actions and problem solving in their daily lives.

Item Type: Article
Additional Information:

Published on behalf of the Australian Teacher Education Association (ATEA)
Online ISSN: 1469-2945

Uncontrolled Keywords: ResPubID14696. pedagogy, learning scenarios, new learning, professional education, learning activities, learning theories, information and communication technologies, ICT, learning technologies, innovation in education, Australia, Australian
Subjects: SEO Classification > 970113 Expanding Knowledge in Education
FOR Classification > 1303 Specialist Studies in Education
Faculty/School/Research Centre/Department > School of Education
Depositing User: VUIR
Date Deposited: 16 Aug 2011 04:11
Last Modified: 26 Jul 2012 06:04
URI: http://vuir.vu.edu.au/id/eprint/4071
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Citations in Scopus: 6 - View on Scopus

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