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Designing for learning within an organisational context

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Standard

Designing for learning within an organisational context. / Sharpe, Rhona; Armellini, Ale.

Rethinking Pedagogy for a Digital Age: Principles and Practices of Design. ed. / Helen Beetham; Rhona Sharpe. 3rd. ed. Routledge, 2019. p. 134-148.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Harvard

Sharpe, R & Armellini, A 2019, Designing for learning within an organisational context. in H Beetham & R Sharpe (eds), Rethinking Pedagogy for a Digital Age: Principles and Practices of Design. 3rd edn, Routledge, pp. 134-148. https://doi.org/10.4324/9781351252805-9, https://doi.org/10.4324/9781351252805

APA

Sharpe, R., & Armellini, A. (2019). Designing for learning within an organisational context. In H. Beetham, & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Principles and Practices of Design (3rd ed., pp. 134-148). Routledge. https://doi.org/10.4324/9781351252805-9, https://doi.org/10.4324/9781351252805

Vancouver

Sharpe R, Armellini A. Designing for learning within an organisational context. In Beetham H, Sharpe R, editors, Rethinking Pedagogy for a Digital Age: Principles and Practices of Design. 3rd ed. Routledge. 2019. p. 134-148 https://doi.org/10.4324/9781351252805-9, https://doi.org/10.4324/9781351252805

Author

Sharpe, Rhona ; Armellini, Ale. / Designing for learning within an organisational context. Rethinking Pedagogy for a Digital Age: Principles and Practices of Design. editor / Helen Beetham ; Rhona Sharpe. 3rd. ed. Routledge, 2019. pp. 134-148

Bibtex

@inbook{cf1d5a90a910440491bef4ae8b82b7f7,
title = "Designing for learning within an organisational context",
abstract = "Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.",
keywords = "Learning, Organisational context, Pedagogy, Digital Age",
author = "Rhona Sharpe and Ale Armellini",
year = "2019",
month = jun,
day = "20",
doi = "10.4324/9781351252805-9",
language = "English",
isbn = "978-0-815-36925-7",
pages = "134--148",
editor = "Helen Beetham and Rhona Sharpe",
booktitle = "Rethinking Pedagogy for a Digital Age",
publisher = "Routledge",
edition = "3rd",

}

RIS

TY - CHAP

T1 - Designing for learning within an organisational context

AU - Sharpe, Rhona

AU - Armellini, Ale

PY - 2019/6/20

Y1 - 2019/6/20

N2 - Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.

AB - Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.

KW - Learning

KW - Organisational context

KW - Pedagogy

KW - Digital Age

U2 - 10.4324/9781351252805-9

DO - 10.4324/9781351252805-9

M3 - Chapter (peer-reviewed)

SN - 978-0-815-36925-7

SN - 978-0-815-36926-4

SP - 134

EP - 148

BT - Rethinking Pedagogy for a Digital Age

A2 - Beetham, Helen

A2 - Sharpe, Rhona

PB - Routledge

ER -

ID: 23288211