Using Digital Resources for Learning in a Learning Activity
So far, we have discussed different forms of digital resources for learning including: information displays, presentation resources, practice resources, conceptual representations, and data display resources. How can these digital resources for learning b
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Using Digital Resources for Learning in a Learning Activity
Learning Outcomes: • Describe what is a Learning Design; • Discuss a concept of a human activity in general, and a learning activity more specifically; • Discuss a concept of tool mediation in a learning activity; • Identify and select digital resources for learning that can serve as tools in a learning activity; and • Develop and implement a learning design based on the RASE framework.
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An Idea of a Learning Design
So far, we have discussed different forms of digital resources for learning including: information displays, presentation resources, practice resources, conceptual representations, and data display resources. How can these digital resources for learning be used in the most effective way in teaching? In this chapter, we will explore some theoretical issues and practical aspects of the design of educational activities for the utility of digital resources for learning. Important Teaching suitably for today and the future enables learners to construct knowledge for themselves, learn, not just information and procedures, but © Springer Nature Singapore Pte Ltd. 2017 D. Churchill, Digital Resources for Learning, Springer Texts in Education, DOI 10.1007/978-981-10-3776-4_7
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Using Digital Resources for Learning in a Learning Activity
also develop deep conceptual knowledge that supports theoretical thinking and develop new literacies. As readers might notice, in this book, the author argues that traditional education practices need to change in order for teaching to be appropriate, given the developments and the needs of the contemporary world. Teaching suitably for today and the future is what enables learners to construct knowledge for themselves; to learn, not just information and procedures, but also develop deep conceptual knowledge that supports theoretical thinking1; and in addition to disciplinary content, learn and develop competencies, mindsets and new literacies for living, working, socializing and learning in the modern world. Such teaching, we argue, is learning-centred, rather than traditionally teacher-centred, or even student-centred. A student-centred idea is a way to move teaching practices away from traditional approaches, however, we need to step ahead beyond this, towards the one that gives full recognition to aspects of relevant learning theories, understanding of how humans learn, and how human knowledge is used in application and innovation. A teacher’s role in such teaching is to design learning experiences for learners, and this plan for the achievement of learning outcomes we call a learning design (Churchill et al. 2013). A learning design is a plan for the engagement of learners in a learning-centred activity where they use resources and work on projects, research, design and explore solutions to problems, and pursue innovations. The foundation of a learner’s knowledge are those conceptual forms which learners develop for themselves through learning-centred activities and the use of resources, test throu
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