Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, 2nd Edition (Hardback) book cover

Rethinking Pedagogy for a Digital Age

Designing for 21st Century Learning, 2nd Edition


352 pages | 21 B/W Illus.

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Paperback: 9780415539975
pub: 2013-04-17
Hardback: 9780415539968
pub: 2013-04-17
eBook (VitalSource) : 9780203078952
pub: 2013-04-17
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Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition of Rethinking Pedagogy for a Digital Age examines a wide range of perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner-focused, and accessible. This powerful book:

• examines the reality of design in practice

• shares tools and resources to guide practice

• analyses design within complex systems

• discusses the influence of open resources on design

• includes design principles for mobile learning

• explores practitioner development in course teams

• presents scenarios for design for learning in an uncertain future

Illustrated by case studies from across disciplines and supported by a helpful appendix of tools and resources for researchers, practitioners and teachers, the second edition of Rethinking Pedagogy for a Digital Age is an essential guide to designing for 21st Century learning.

Table of Contents

Table of Contents

An introduction to rethinking pedagogy by Helen Beetham and Rhona Sharpe

Part One: Principles and practices of designing for learning

Chapter 1 Technology enhanced learning: the role of theory by Terry Mayes and Sara de Freitas

Chapter 2 Designing for active learning in technology-rich contexts by Helen Beetham

Chapter 3 The analysis of complex learning environments by Peter Goodyear and Lucila Carvalho

Chapter 4 The challenge of teachers' design practice by Liz Masterman

Chapter 5 Tools and resources to guide practice by By Gráinne Conole

Chapter 6 Describing ICT-based learning designs that promote quality learning outcomes by Ron Oliver, Barry Harper, Sandra Wills, Shirley Agostinho and John Hedberg

Chapter 7 Learning designs as stimulus and support for teachers' design practices by Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper

Chapter 8 Representing practitioner experiences through learning designs and patterns by Patrick McAndrew and Peter Goodyear

Chapter 9 The influence of open resources on design practice by Chris Pegler

Part Two: Contexts for design

Chapter 10 Designing for learning in course teams by Rhona Sharpe and Martin Oliver

Chapter 11 The art of design by Derek Harding and Bruce Ingraham

Chapter 12 Activity designs for professional learning by Rachel Ellaway

Chapter 13 Designing for practice: A view from social science by Chris Jones

Chapter 14 Student as producer is hacking the university by Joss Winn and Dean Lockwood

Chapter 15 The LAMS community: Building communities of designers by James Dalziel

Chapter 16 Design principles for mobile learning by Agnes Kukulska-Hulme and John Traxler

Chapter 17 Designing for learning in an uncertain future by Helen Beetham

About the Originator

Helen Beetham is an independent consultant, researcher and author in the field of e-learning, with particular expertise in UK Higher Education.

Rhona Sharpe is Head of the Oxford Centre for Staff and Learning Development at Oxford Brookes University, UK.

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Adult & Continuing Education
EDUCATION / Distance Education & Learning