1st Edition

Teaching as a Design Science Building Pedagogical Patterns for Learning and Technology

By Diana Laurillard Copyright 2012
    272 Pages
    by Routledge

    272 Pages
    by Routledge

    Teaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals – architects, engineers, programmers – teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession.

    Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.

    Teacher professional development has not embedded in the teacher’s everyday role the idea that they could discover something worth communicating to other teachers, or build on each others’ ideas. Could the culture change?

    From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.

    Chapter 1: Teaching as a design science  The role of technology  Learning about teaching  Education as a design science  Design patterns for learning  The foundations for teaching as design  Chapter 2: What is formal learning?  Introduction  The view from the educational establishment  The view from the workplace  The view from educational theorists  Teachers’ views of formal learning  Concluding points  Chapter 3: What students bring to learning  Introduction  Student engagement  Intellectual characteristics  Formal and informal learning contexts  Summary  Chapter 4: What it takes to learn  Introduction  What happens in learning  Making learning happen  Summary  Chapter 5: What it takes to teach   Introduction  Factors infulencing the design of teaching  Approaches to designing for learning  Aligning goals, activities and assessment  Monitoring alternative conceptions  Scaffolding theory-generated practice  Fostering conceptual change  Encouraging metacognition  Teaching as design  A principled approach to designing for learning  Summary  Chapter 6: Motivating and enabling the learning cycle  Introduction  The under-performance of learning technologies  A framework for analysing formal learning  Technologies for teaching-learning activities  The framework as a design analysis tool  The idea of pedagogical patterns  Summary  Chapter 7: Learning through acquisition  Introduction  Learning through acquisition  Teaching using narrative presentation  Structuring a narrative presentation  How can digital technologies help?  Preparing students for learning through acquisition  Capturing pedagogical patterns  Summary: designing for learning through acquisition  Chapter 8: Learning through inquiry  Introduction  Learning through inquiry  Inquiry learning in the Conversational Framework  How can digital technologies help?  Pedagogical patterns for inquiry learning  Summary: designing for learning through inquiry  Chapter 9: Learning through discussion  Introduction  Learning through discussion  Discussion-based methods  How can digital technologies help?  The pedagogy of learning through discussion  Pedagogical patterns for discussion learning  Summary: designing for learning through discussion  Chapter 10: Learning through practice  Introduction  Learning through practice  Learning through practice in formal education  How can digital technologies help?  Pedagogical patterns for learning through practice  Summary: designing for learning through practice  Chapter 11: Learning through collaboration  Introduction  Learning through collaboration  How can digital technologies help?  Pedagogical patterns for collaborative learning  Summary: designing for learning through collaboration  Chapter 12: Teaching as developing pedagogical Patterns  Introduction  Requirements for a design science  Representing patterns for learning  Exploring the idea of pedagogical patterns  Learning design tools and resources  Collaborative learning for teachers  Concluding points.   References


    Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, leading current research on developing a learning design support environment for teachers, and software for learners with low numeracy. She was previously Head of the e-Learning Strategy Unit at the Department for Education and Skills. She has also served as Pro-Vice-Chancellor for learning technologies and teaching at The Open University, and on the Visiting Committee on IT at Harvard University. She is currently on the Boards of the Observatory for Borderless HE, the UNESCO Institute for Information Technology in Education, the e-Learning Foundation, and the Council for FernUniversität in Hagen.

    All the national and international accolades that appear in the book and on the back cover of Teaching as a Design Science are justly deserved; this is an innovative endeavor by a visionary author, Diana Laurillard. This text is rich in research studies and the use of digital technologies to enhance learning." Teachers College Record 

    "The book is written for teachers at all levels, although it will probably be of primary interest to higher education faculty who have the time and resources to explore the ideas presented. It will also be valuable to educational researchers for [Laurillard’s] very thorough summary and synthesis of the literature pertaining to teaching, technology, and the design of instruction."—Educational Technology