A Toolkit for Action: Translating Theory into Practice

被引:0
作者
Carvalho, Lucila [1 ]
Yeoman, Pippa [2 ]
机构
[1] Massey Univ, Inst Educ, Palmerston North, New Zealand
[2] Univ Sydney, Ctr Res Learning & Innovat, Sydney, NSW, Australia
来源
25TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2017): TECHNOLOGY AND INNOVATION: COMPUTER-BASED EDUCATIONAL SYSTEMS FOR THE 21ST CENTURY | 2017年
基金
澳大利亚研究理事会;
关键词
Design for Learning; Embodied Cognition; Distributed Cognition; DESIGN;
D O I
暂无
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Educators are increasingly being asked to promote 21st century skills in their digitally-enhanced classrooms, supporting students' development of critical and creative thinking, problem-solving skills, and to learn to collaborate as productive members of an increasingly netwoked society. Educators, tasked with the oversight of increasingly active and digitally-enhanced learning spaces, are in need of practical methods and tools capable of supporting theoretically informed practices in design for learning. In this paper, our aim is to translate recent theoretical developments in the learning sciences into methods and tools for action, in order that the rich opportunities for learning that these spaces offer, do not go to waste. Central to this research, is the need for analytical tools that facilitate conversations about learning theories and design practices, between different members of increasinlgy diverse educational design teams. The paper introduces A Toolkit for Action, as a tool and a method for mediating conversations about designing for learning in the digital age.
引用
收藏
页码:192 / 197
页数:6
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