Learning design for science education in the 21st century
Contemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productiv...
| Main Authors: | , , |
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| Format: | Article |
| Language: | srp |
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Institute for Educational Research, Belgrade
2013-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2013/0579-64311302404C.pdf |
| _version_ | 1819094659534684160 |
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| author | Churchill Daniel King Mark Fox Bob |
| author_facet | Churchill Daniel King Mark Fox Bob |
| author_sort | Churchill Daniel |
| collection | DOAJ |
| description | Contemporary technological and social developments demand transformation of
educational practices. Teachers and schools are no longer fountains of
knowledge that fill students with information. Rather, their primarily role
is to equip students with new literacies, competencies for productive use of
information technology, and sufficient disciplinary-specific bases of
conceptual knowledge. This requires changes toward student-centered
practices. In such contexts, teachers are designers of learning; therefore
lesson planning is replaced with a concept of ‘learning design.’ This paper
introduces the RASE (Resources-Activity-Support-Evaluation) learning design
model developed as a framework to assist teachers in designing learning
modules. Central to RASE is the emphasis on the design of activities where
students engage in using resources and in the production of artifacts that
demonstrate learning. The paper also emphasizes the importance of ‘conceptual
models’ as a special type of educational multimedia resource, and its role in
assisting learning and application of concepts, as opposed to the
‘information transfer’ models. RASE is beginning to emerge as a powerful
framework for transformation of teachers and their traditional practices to
contemporary, relevant student-centered practices. The model is also an
effective framework for productive uses of information technology in
education. |
| first_indexed | 2024-12-21T23:30:55Z |
| format | Article |
| id | doaj.art-88dac447ce9d4607887d92a11f8add9e |
| institution | Directory Open Access Journal |
| issn | 0579-6431 1820-9270 |
| language | srp |
| last_indexed | 2024-12-21T23:30:55Z |
| publishDate | 2013-01-01 |
| publisher | Institute for Educational Research, Belgrade |
| record_format | Article |
| series | Zbornik Instituta za pedagoška istraživanja |
| spelling | doaj.art-88dac447ce9d4607887d92a11f8add9e2022-12-21T18:46:30ZsrpInstitute for Educational Research, BelgradeZbornik Instituta za pedagoška istraživanja0579-64311820-92702013-01-0145240442110.2298/ZIPI1302404C0579-64311302404CLearning design for science education in the 21st centuryChurchill Daniel0King Mark1Fox Bob2The University of Hong Kong, Division of Information & Technology Studies, Hong Kong, SAR ChinaUniversity of Melbourne, Faculty of Business and Economics, Centre for Excellence in Learning and Teaching, Melbourne, AustraliaUniversity of New South Wales, Learning and Teaching Unit, New South Wales, AustraliaContemporary technological and social developments demand transformation of educational practices. Teachers and schools are no longer fountains of knowledge that fill students with information. Rather, their primarily role is to equip students with new literacies, competencies for productive use of information technology, and sufficient disciplinary-specific bases of conceptual knowledge. This requires changes toward student-centered practices. In such contexts, teachers are designers of learning; therefore lesson planning is replaced with a concept of ‘learning design.’ This paper introduces the RASE (Resources-Activity-Support-Evaluation) learning design model developed as a framework to assist teachers in designing learning modules. Central to RASE is the emphasis on the design of activities where students engage in using resources and in the production of artifacts that demonstrate learning. The paper also emphasizes the importance of ‘conceptual models’ as a special type of educational multimedia resource, and its role in assisting learning and application of concepts, as opposed to the ‘information transfer’ models. RASE is beginning to emerge as a powerful framework for transformation of teachers and their traditional practices to contemporary, relevant student-centered practices. The model is also an effective framework for productive uses of information technology in education.http://www.doiserbia.nb.rs/img/doi/0579-6431/2013/0579-64311302404C.pdflearning designstudent-centered learningpedagogical modelinstructional design |
| spellingShingle | Churchill Daniel King Mark Fox Bob Learning design for science education in the 21st century Zbornik Instituta za pedagoška istraživanja learning design student-centered learning pedagogical model instructional design |
| title | Learning design for science education in the 21st century |
| title_full | Learning design for science education in the 21st century |
| title_fullStr | Learning design for science education in the 21st century |
| title_full_unstemmed | Learning design for science education in the 21st century |
| title_short | Learning design for science education in the 21st century |
| title_sort | learning design for science education in the 21st century |
| topic | learning design student-centered learning pedagogical model instructional design |
| url | http://www.doiserbia.nb.rs/img/doi/0579-6431/2013/0579-64311302404C.pdf |
| work_keys_str_mv | AT churchilldaniel learningdesignforscienceeducationinthe21stcentury AT kingmark learningdesignforscienceeducationinthe21stcentury AT foxbob learningdesignforscienceeducationinthe21stcentury |