This chapter investigates how educators at the level of tertiary education can design for learning participatory skills in and across practices in a networked world. It presents an educational design model that supports the development and investigation of design principles and learning designs in general. The chapter uses the model to explicate the design principles of simulated social practices. According to P. Goodyear, design work is "a fluid process, involving a conversation between the pedagogical beliefs, knowledge and intentions in the mind of the teacher-designer and design commitments". Goodyear's original model operated with three fundamental categories: pedagogical framework, educational setting, and learning outcomes. Study activity is a mix of psychological and physical activities "in which people engage for the purposes of intentional learning". The teachers' work as educational designers is indirect because the learners co-create the learning design and "adapt, customise and invent" their participation in a learning context.
|Titel||Designing for Learning in a Networked World|
|Redaktører||Nina Bonderup Dohn|
|Status||Udgivet - 2018|
|Navn||Routledge Research in Education|
- Simulatition og læring, designprincipper, didaktisk design, learning design
Hansen, J. J., & Dohn, N. B. (2018). Design principles for designing simulated social practices. I N. B. Dohn (red.), Designing for Learning in a Networked World (1. udg., s. 214-231). Routledge. Routledge Research in Education https://doi.org/10.4324/9781351232357-12