Creating Design Knowledge in Educational Innovation
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Creating Design Knowledge in Educational Innovation
Theory, Methods, and Practice
Bonderup Dohn, Nina; Ripley, Dwayne; Markauskaite, Lina; Christensen, Inger-Marie F.; Hachmann, Roland
Taylor & Francis Ltd
10/2024
290
Dura
9781032489223
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1. Introduction: Creating Design Knowledge in Educational Innovation
Section 1: Theoretical Foundations
Introduction
2. A Situated Perspective on the Usefulness of Design Principles
3. Design Principles as Communication: Text, Context and Subtext
4. Christopher Alexander on Design Patterns and Principles
5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs
6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond
Key takeaways
Section 2: Methodological Approaches
Introduction
7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues
8. Creating Design Principles from Research, Experience and Literature
9. Linking Design Principles to Context and Evidence: A Semantic Web Approach
10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research
11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction
12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization
Key takeaways
Section 3: Design Knowledge in Practice
Introduction
13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative
15. Co-Creating Learning Designs with Upper Secondary School Teachers
16. Design Principles for Integrating Computational Tools in Humanistic Subjects
17. Designing for Computational Literacy in Non-Computer Science Subjects
18. Commentary: When Co-Creating Across Differences
Key takeaways
Section 4: Future Directions
Introduction
19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead
20. Commentary: Hopes and Values for the Next Generation of Educational Design Research
21. Creating Design Knowledge: Future Directions
Key takeaways
Section 1: Theoretical Foundations
Introduction
2. A Situated Perspective on the Usefulness of Design Principles
3. Design Principles as Communication: Text, Context and Subtext
4. Christopher Alexander on Design Patterns and Principles
5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs
6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond
Key takeaways
Section 2: Methodological Approaches
Introduction
7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues
8. Creating Design Principles from Research, Experience and Literature
9. Linking Design Principles to Context and Evidence: A Semantic Web Approach
10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research
11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction
12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization
Key takeaways
Section 3: Design Knowledge in Practice
Introduction
13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative
15. Co-Creating Learning Designs with Upper Secondary School Teachers
16. Design Principles for Integrating Computational Tools in Humanistic Subjects
17. Designing for Computational Literacy in Non-Computer Science Subjects
18. Commentary: When Co-Creating Across Differences
Key takeaways
Section 4: Future Directions
Introduction
19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead
20. Commentary: Hopes and Values for the Next Generation of Educational Design Research
21. Creating Design Knowledge: Future Directions
Key takeaways
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Educational design;Design research;Design principles;Design patterns;Research-informed design;Participatory design;Design representations;Design knowledge;Educational design theory;Educational design methods;instruction design;design thinking;teacher design;ICT in leaning and teaching
1. Introduction: Creating Design Knowledge in Educational Innovation
Section 1: Theoretical Foundations
Introduction
2. A Situated Perspective on the Usefulness of Design Principles
3. Design Principles as Communication: Text, Context and Subtext
4. Christopher Alexander on Design Patterns and Principles
5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs
6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond
Key takeaways
Section 2: Methodological Approaches
Introduction
7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues
8. Creating Design Principles from Research, Experience and Literature
9. Linking Design Principles to Context and Evidence: A Semantic Web Approach
10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research
11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction
12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization
Key takeaways
Section 3: Design Knowledge in Practice
Introduction
13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative
15. Co-Creating Learning Designs with Upper Secondary School Teachers
16. Design Principles for Integrating Computational Tools in Humanistic Subjects
17. Designing for Computational Literacy in Non-Computer Science Subjects
18. Commentary: When Co-Creating Across Differences
Key takeaways
Section 4: Future Directions
Introduction
19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead
20. Commentary: Hopes and Values for the Next Generation of Educational Design Research
21. Creating Design Knowledge: Future Directions
Key takeaways
Section 1: Theoretical Foundations
Introduction
2. A Situated Perspective on the Usefulness of Design Principles
3. Design Principles as Communication: Text, Context and Subtext
4. Christopher Alexander on Design Patterns and Principles
5. Synthesizing Design Principles: From Literature Reviews to Knowledge Graphs
6. Commentary: Co-Designing Future Learning Environments for Individuals, Society, and Beyond
Key takeaways
Section 2: Methodological Approaches
Introduction
7. Creating Reusable Design Knowledge in Interdisciplinary Education: Current Methodological Practices and Issues
8. Creating Design Principles from Research, Experience and Literature
9. Linking Design Principles to Context and Evidence: A Semantic Web Approach
10. Heterogeneous Communities of Experimentation: On Participant Agency in Educational Design Research
11. Design Principles as Mirrors and Vehicles in a Dynamic and Changing Practice: A Framework for Developing Writing Instruction
12. Commentary: Need for a Pattern-Based Design Language to Scaffold Learning Design Knowledge Co-Creation and Mobilization
Key takeaways
Section 3: Design Knowledge in Practice
Introduction
13. Co-Designing for Learning Across Disciplines: Bringing Students' Perspectives into Design Principles via Relational Design
14. What Does 'to Design' Mean? Teachers' Experiences of a Co-Design Initiative
15. Co-Creating Learning Designs with Upper Secondary School Teachers
16. Design Principles for Integrating Computational Tools in Humanistic Subjects
17. Designing for Computational Literacy in Non-Computer Science Subjects
18. Commentary: When Co-Creating Across Differences
Key takeaways
Section 4: Future Directions
Introduction
19. Commentary: Building Educational Design Knowledge-Looking Sideways and Looking Ahead
20. Commentary: Hopes and Values for the Next Generation of Educational Design Research
21. Creating Design Knowledge: Future Directions
Key takeaways
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
