Didactical design for technology enhanced learning

Hudson, Brian (2011) Didactical design for technology enhanced learning. In: Hudson, Brian and Meyer, Meinert A (eds.) Beyond fragmentation: didactics, learning and teaching in Europe. Barbara Budrich, Opladen and Farmington Hills, pp. 223-238. ISBN 3866493878

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Abstract

The ideas outlined in this chapter build on and extend those presented in Hudson (2008). This exploration of differences offers a new dimension and fresh insights into the notion of reflective practice. Particular attention has been paid to the tradition of Critical Constructive Didaktik as outlined in Hudson (2003) which is in particular based on the work of Klafki (1995; 1998 and 2000), and to the notion of Didaktik Analysis (Klafki 2000, first ed. 1958) for both the development of professional practice and for the purposes of educational research. I have subsequently applied this approach to thinking about the use of Information and Communications Technology (ICT) to support learning and teaching. The focus is on the design of teaching situations, pedagogical activities and learning environments which aims to address the what, why and how of ICT use in relation to the learner, technology and specific content selected from the wider societal and cultural context. During this developmental process the question of design has emerged as a central issue for attention. Accordingly, the discussion in this paper focuses on the nature of design, the conception of teaching as a design profession, and subject didactics as design science. It also describes didactical design for technology enhanced learning as a generic field of didactics which is applicable across the range of specific subject didactics. The role of research in relation to the didactical design process is discussed over a range of levels from the macro to the micro level involving a consideration of its role at the course or curriculum level. These ideas form the basis of an Integrative Didactical Design framework and an example is presented of the application of this philosophy, an approach to the research and development of technology enhanced learning in the field of Teacher Education at a national level in Sweden

Item Type: Book Section
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB0005 General
L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice)
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators
L Education > LB Theory and practice of education > LB1705 Education and training of teachers and administrators > LB2165 Teacher training in universities and colleges
Depositing User: Shaun Billing
Date Deposited: 20 Nov 2012 20:58
Last Modified: 22 Feb 2016 11:03
URI: http://sro.sussex.ac.uk/id/eprint/42578

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