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Designing for Learning in an Open World

  • Book
  • © 2013

Overview

Authors:
  1. Gráinne Conole

    1. , Beyond Distance Research Alliance, University of Leicester, Leicester, United Kingdom

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  • Details a range of innovative tools and design methods
  • Provides a theoretical underpinning and contextualization with related research in the field
  • Provides practical examples and case studies using innovative tools and methodologies
  • Clarifies the relationship between learning design and related fields

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xvi
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  2. Introduction

    • Gráinne Conole
    Pages 1-14

  3. Theory and Methodology: The Interdisciplinary Nature of the Field

    • Gráinne Conole
    Pages 15-31

  4. Related Research Fields

    • Gráinne Conole
    Pages 33-46

  5. Open, Social and Participatory Media

    • Gráinne Conole
    Pages 47-63

  6. Mediating Artefacts

    • Gráinne Conole
    Pages 65-84

  7. Affordances

    • Gráinne Conole
    Pages 85-100

  8. Design Languages and Learning Design

    • Gráinne Conole
    Pages 101-138

  9. Design Representations

    • Gráinne Conole
    Pages 139-159

  10. Tools for Visualising Designs

    • Gráinne Conole
    Pages 161-182

  11. Pedagogical Planners

    • Gráinne Conole
    Pages 183-202

  12. The Nature of Openness

    • Gráinne Conole
    Pages 203-224

  13. Open Educational Resources

    • Gráinne Conole
    Pages 225-243

  14. Realising the Vision of Open Educational Resources

    • Gráinne Conole
    Pages 245-264

  15. Online Communities and Interactions

    • Gráinne Conole
    Pages 265-283

  16. Cloudworks

    • Gráinne Conole
    Pages 285-304

  17. Conclusion

    • Gráinne Conole
    Pages 305-312

  18. Postscript

    • Gráinne Conole
    Pages 313-318

  19. Back Matter

    Pages 319-321
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Keywords

About this book

The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don’t necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive ‘learning pathways’ to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.

Authors and Affiliations

  • , Beyond Distance Research Alliance, University of Leicester, Leicester, United Kingdom

    Gráinne Conole

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