Teaching as a Design Science

Laurillard, Diana

doi:10.4324/9780203125083

Cited by 228 publications

(195 citation statements)

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“…La loro struttura articolata che prevede la presenza di interventi del docente, attività degli studenti, debriefing finale garantisce un dialogo, senza una riduzione all'identico, di materiali ed esperienze costruendo emergenze di senso. In tale direzione vanno le proposte teoriche del Conversational framework e delle Teaching Learning Activities (Laurillard, 2012), degli Episodi di apprendimento situato-EAS (Rivoltella, 2013), di DEPIT (Rossi, 2016). Ben diversa è la logica della macro-progettazione.…”

Section: Macro E Micro Progettazioneunclassified

The curriculum, the macro design and the micro design, and the curriculum transposition

Rossi¹

2018

Education Sciences and Society

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The didactical design is organized in different documents that are peculiar in the different countries. In Italy there id the school curriculum starting from the national guidelines for the pre-school, primary and middle school, and from the regulations for the high school. Then many teachers create yearly design documents for each discipline collaborating, at times, with colleague of parallel classes. In this article, such yearly documents will be called "macro design", while the design of the single work sessions (from 1 to 8 hours in class) will be called "micro design". The complexity, finally, requires that macro and micro design are transponed and it is needed that a design artefact can be shared in class with students starting processes of co-design. The article analyses the role and the structure of the school curriculum in the current context, the relationships between the macro and micro design and, finally, the need of a transposition of the design artefacts to share the design with students. The article "the curriculum", present in the same issue, is the logic premise of the present contribution Keywords: curriculum, macro and micro-design, visible design. PremessaQuali possano essere gli artefatti progettuali di cui la didattica necessita? L'analisi di Stenhouse già individuava due possibili strutture per il curricolo: una prima è costituita da linee guida per la costruzione di percorsi, la seconda sono i percorsi stessi. Ugualmente Joannert (2001) e Joannert e de Brorght (2009) distinguono "between the concepts of 'curriculum' and 1 Il presente contributo è fortemente connesso al contributo: Il Curricolo, sempre nel presente numero della rivista.

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Section: Macro E Micro Progettazioneunclassified

The curriculum, the macro design and the micro design, and the curriculum transposition

Rossi¹

2018

Education Sciences and Society

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“…pessoa com o seu contexto de referência. A literatura científica concentra-se sobre o conceito de alinhamento (BIGGS, 2003, LAURILLARD, 2012ROSSI, 2011), conceito central em projetos educativos e de vida. Muitas são as dimensões a serem alinhadas em um projeto educativo e dependem da ação de bons profissionais, copartícipes na construção de alternativas, incluindo ambientes de vida assistivos.…”

Section: Projeto E Personalização Para Uma Rede Inclusivaunclassified

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

Giaconi

Carbonari

2016

Inform. educ.

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Resumo: O passar do tempo impõe vários desafios com relação aos cuidados necessários aos adultos com deficiência. Pensemos nas diversas fases de transição ao longo da vida, que podem marcar o futuro da pessoa com deficiência: a finalização do período escolar, a inserção em novos ambientes sociais e de trabalho, mudança de moradia, ou, a própria permanência no contexto familiar após a escola. Seja qual for a possibilidade, nem sempre é consonante com as necessidades das pessoas envolvidas. Para que essas mudanças possam ser melhor vivenciadas pela pessoa com deficiência e por sua família, podemos contar com pesquisas e experimentos com tecnologias assistivas. Essas experiências têm possibilitado autonomia e a convivência em diferentes ambientes sociais. Essas práticas não enfatizam somente a aplicação de tecnologia, mas, acima de tudo, a reflexão e busca contínuas de Qualidade de Vida (QV). Esse artigo traz reflexões sobre percursos e ações, em projetos italianos e europeus que buscam associar tecnologias com QV, onde as tecnologias e ambientes de vida assistivos têm papel central, como modelos de inclusão, independência, participação e bem estar. Palavras-chave: Qualidade de vida. Fases evolutivas. Pessoa com deficiência. Tecnologias Assistivas. Ambient Assisted LivingAbstract: Advancing age impose several challenges to the necessary care to adults with disabilities. There are various transition phases throughout life, they can mark the future of the disabled person: the completion of schooling, then try in to new social and work environments, change of residence, or the permanence within the family after school. Whatever the variable, it may notal ways bein line with the need soft he people involved. So that these changes can be best experienced by the disabled person and his/her family, as seen in some research and experiments with assisted technologies. These experiences have allowed autonomy and living in different social environments. These practices not only emphasize the application of technology but, above all, the continuous reflection and search of Quality of Life (QoL). This article reflects on path ways and actions, in Italian and European projects that seek to associate technology with QoL, where technologies and assisted living environments play a central role, as inclusion models, possibilities of independence, participation and well being.

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“…As Laurillard explains, "authentic learning tasks have real-world relevance and utility, and are situated in real or simulated versions of the world, enabling students to anchor their understanding of an abstract concept in its context of use" (2012; p. 167). It is widely accepted that effective learning in simulated learning environments depends to some extent on authenticity, realism, and fidelity (Belland, Kim, & Hannafin, 2013;Brown et al, 1989;Herrington, Reeves, & Oliver, 2014;Laurillard, 2012;Stein, Isaacs, & Andrews, 2004;Wang & Burton, 2013). These three factors combine to facilitate immersion: "the subjective impression that one is participating in a comprehensive, realistic experience" (Dede, 2009;p.…”

Section: Simulated Learning Environments: Are They Really a Platform mentioning

confidence: 99%

“…Authentic learning is predicated upon situating cognition in a real-world context (Karagiorgi & Symeou, 2005;Laurillard, 2012). Context is the central point of distinction between authentic learning and learning in abstract (Ackermann, 1991;Brown et al, 1989).…”

Section: Simulated Learning Environments: Are They Really a Platform mentioning

confidence: 99%

Narrative, machinima and cognitive realism: Constructing an authentic real-world learning experience for law students

Matthew

Butler

2017

AJET

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In Australian law schools didactic pedagogies such as lectures devoted to the transmission of theory and knowledge to a largely passive audience still predominate. However, curriculum design embedding authentic learning pedagogies has been shown to be supportive of student learning. The challenge in adopting such curriculum design is how to offer situated cognitive learning opportunities on a large scale to increasingly diverse cohorts. This paper is a case study of a blended learning approach introduced into a second year undergraduate law unit to teach negotiation theory and practice to a large cohort of students studying in full-time, part-time, and distance external modes. This innovation was situated in an authentic simulated learning environment created through careful design of a high-fidelity scenario, utilising a narrative depicted by Second Life machinima video and simulated documentation. This approach resulted in greater student engagement and improved learning outcomes.

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Teaching as a Design Science

Cited by 228 publications

References 0 publications

The curriculum, the macro design and the micro design, and the curriculum transposition

The curriculum, the macro design and the micro design, and the curriculum transposition

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

Narrative, machinima and cognitive realism: Constructing an authentic real-world learning experience for law students

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