This volume draws together some of the most cutting edge faculty and researchers who are developing more learning-centered approaches to technology design. It features discussions of the theoretical principles underlying the field, the training of new learning technologists, and the lessons learned. Section I, the introduction, is about principles: the need for a pedagogy of learning design, the influence of existing theories and practices on work in the field (such as cross-disciplinarity, constructivist theory, collaborative learning, and project-based approaches). It also offers comments on existing (and problematic) ways in which computer science and educational technology students are taught about learning design. It lays a framework and standards for the field. Section II consists of reflections and best practices learned from experience in the field. Section III offers concrete resources such as a student project gallery, bibliographies, on-line resources, links to websites, and "best practices or ideas" for assembling and implementing training.Throughout the book, reference is made to concrete challenges and their solutions through case studies of classroom issues and student projects.
Table of Contents:
Selected Contents
Contributor Biographies
Preface
1. Introduction
Shelley Goldman, Chris DiGiano and Michael Chorost
2. What Is Design Knowledge and How Do We Teach It?
Christopher Hoadley and Charlie Cox
3. Focusing on Process: Evidence and Ideas to Promote Learning through the Collaborative Design Process
Emma Mercier, Shelley Goldman, and Angela Booker
4. Partnering with K-12 Educators in Collaborative Design of Learning Technology
Shelley Goldman, Emma Mercier and Angela Booker
5. Authentic Design and Collaboration: Involving University Faculty as Clients in Project-Based Learning Technology Design Courses
Jennifer Meta Robinson, Alyssa Wise, and Thomas Duffy
6. Moving from Feedback to Scaffolding - Improving the LTD Student's Experience
Suzanne Alejandre and K. Ann Renninger
7. Interdisciplinarity in Learning Technology Design Courses
Angela Booker, Shelley Goldman, and Emma Mercier
8. Applying the "Studio Model" to Learning Technology Design
Charlie Cox, Steve Harrison, and Christopher Hoadley
9. A Learning Technology Design Course, Deconstructed
Chris Quintana
10. Teaching educational design around computer games: Balancing expectations, abilities and outcomes
11. Creating Educational Gamelets
Clayton Lewis and Alexander Repenning
12. Playground Games and the Dissemination of Control in Computing and Learning
Deborah Tatar, Sirong Lin, and Joon Suk Lee
13. Reflecting on Reflection: Guiding and Capturing Student Projects Online
Chris DiGiano, Mike Chorost, and Mark Chung
14. To The Student
Michael Chorost and Chris DiGiano
15. Featured Student Projects
Gucci Estrella and Chris DiGiano
About the Author :
Chris DiGiano is a software engineer at Google, Inc. and holds an adjoint appointment in the Computer Science Department at the University of Colorado at Boulder. Shelley Goldman is Professor (Teaching) at Stanford University. Michael Chorost is a freelance technology writer and educational consultant.
Review :
"A compilation of well-illustrated chapters, [this book] comes from a Google software engineer with an academic appointment "on the side", a Stanford education professor, and a freelance science writer!.as a summary of the challenges that have been grabbed and addressed by scholars in the USA, the work provides a great resource."--British Journal of Educational Technology, Vol. 41: No. 2, 2010
