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

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Yelland, Nicola, 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


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.

Additional Information

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

Item type Article
URI https://vuir.vu.edu.au/id/eprint/4071
Official URL http://www.tandfonline.com/doi/abs/10.1080/1359866...
Subjects Historical > SEO Classification > 970113 Expanding Knowledge in Education
Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > Faculty/School/Research Centre/Department > School of Education
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
Citations in Scopus 44 - View on Scopus
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