Location
Main Entry - Personal Name
Title Statement Teaching as a design science building pedagogical patterns for learning and technology
Publication, Distribution, etc. (Imprint) Routledge, New York ; London : 2012.
Dewey Decimal Classification Number
SAB Classification Code
Edition Statement
Physical Description
Bibliography, etc. Note Includes bibliographical references and index.
Additional Physical Form available Note Also available in printed form.
Reproduction Note Electronic reproduction. Dawson Books. Mode of access: World Wide Web.
Subject - Topical Term
Additional Physical Form Entry Paperback: Laurillard, Diana, Teaching as a design science 2012. ISBN 9780415803878
ISBN 978-0-415-80385-4 0-203-12508-8 (e-book) 978-0-203-12508-3 (electronic bk.)
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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 professionalsnbsp;- 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.