Enhanced descriptions from Syndetics:

Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition of Rethinking Pedagogy for a Digital Age examines a wide range of perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner-focused, and accessible. This powerful book:

¿ examines the reality of design in practice
¿ shares tools and resources to guide practice
¿ analyses design within complex systems
¿ discusses the influence of open resources on design
¿ includes design principles for mobile learning
¿ explores practitioner development in course teams
¿ presents scenarios for design for learning in an uncertain future

Illustrated by case studies from across disciplines and supported by a helpful appendix of tools and resources for researchers, practitioners and teachers, the second edition of Rethinking Pedagogy for a Digital Age is an essential guide to designing for 21st Century learning.

Table of contents provided by Syndetics

• List of Illustrations (p. viii)
• Notes on Contributors (p. x)
• Foreword to the Second Edition (p. xvi)
• Foreword to the First Edition (p. xix)
• Acknowledgements (p. xxii)
• List of abbreviations (p. xxiii)
• An Introduction to Rethinking Pedagogy (p. 1)
• Part I Principles and Practices of Designing (p. 13)
• 1 Technology-Enhanced Learning: The Role of Theory (p. 17)
• 2 Designing for Active Learning in Technology-Rich Contexts (p. 31)
• 3 The Analysis of Complex Learning Environments (p. 49)
• 4 The Challenge of Teachers' Design Practice (p. 64)
• 5 Tools and Resources to Guide Practice (p. 78)
• 6 Describing ICT-Based Learning Designs that Promote Quality Learning Outcomes (p. 102)
• 7 Learning Designs as a Stimulus and Support for Teachers' Design Practices (p. 119)
• 8 Representing Practitioner Experiences through Learning Designs and Patterns (p. 133)
• 9 The Influence of Open Resources on Design Practice (p. 145)
• Part II Designing for Learning in Context (p. 159)
• 10 Designing for Learning in Course Teams (p. 163)
• 11 The Art of Design (p. 177)
• 12 Activity Designs for Professional Learning (p. 188)
• 13 Designing for Practice: A View from Social Science (p. 204)
• 14 Student as Producer is Hacking the University (p. 218)
• 15 The LAMS Community: Building Communities of Designers (p. 230)
• 16 Design Principles for Mobile Learning (p. 244)
• 17 Designing for Learning in an Uncertain Future (p. 258)
• Part III Resources (p. 283)
• Appendices
• 1 Three (and a Half) Approaches to Understanding How People Learn (p. 285)
• 2 A Taxonomy of Digital and Information Literacies Linked to Bloom's Taxonomy of Educational Objectives (p. 289)
• 3 A Taxonomy of Digital and Information Literacy Linked to SCONUL's Seven Pillars (p. 295)
• 4 Learner Differences and their Implications for Design (p. 298)
• 5 Learning Activity Design: A Checklist (p. 300)
• 6 Some Fundamental Decisions about the Student Experience of Learning (p. 303)
• 7 Blue Skies Planning Checklist (p. 305)
• 8 Critics' Checklist (p. 307)
• 9 E-Learning Practice Evaluator (p. 309)
• Index (p. 311)