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
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.
| Additional Information | Published on behalf of the Australian Teacher Education Association (ATEA) |
| 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 |
| Download/View statistics | View download statistics for this item |
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