A Constructionist Learning Environment for Teachers to Model Learning Designs

Autor/inn/en	Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E.A.; Whittlestone, K.
Titel	A Constructionist Learning Environment for Teachers to Model Learning Designs
Quelle	In: Journal of Computer Assisted Learning, 29 (2013) 1, S.15-30 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/j.1365-2729.2011.00458.x
Schlagwörter	Teacher Improvement; Instructional Innovation; Instructional Design; Instructional Improvement; Technological Literacy; Technology Integration; Technology Education; Program Descriptions; Teacher Education Programs; Blended Learning; Instructional Development; Improvement Programs; Change Strategies; Training Methods; Capacity Building; Educational Technology; Teaching Models; Educational Environment; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsqualität; Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Lösungsstrategie; Didaktik; Trainingsmaßnahme; Unterrichtsmedien; Lehrmodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10