000 03477nam a22004335i 4500
001 978-3-319-02423-3
003 DE-He213
005 20140220082511.0
007 cr nn 008mamaa
008 140109s2014 gw | s |||| 0|eng d
020 _a9783319024233
_9978-3-319-02423-3
024 7 _a10.1007/978-3-319-02423-3
_2doi
050 4 _aLC8-6691
072 7 _aYQT
_2bicssc
072 7 _aEDU039000
_2bisacsh
082 0 4 _a371.33
_223
100 1 _aSims, Roderick.
_eauthor.
245 1 0 _aDesign Alchemy
_h[electronic resource] :
_bTransforming the way we think about learning and teaching /
_cby Roderick Sims.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _aXIV, 251 p. 49 illus., 48 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Communications and Technology: Issues and Innovations ;
_v8
505 0 _aForeward -- Preface --   Why Alchemy? -- Why Design Alchemy? -- How did Design Alchemy emerge? -- Which Learning Theories? -- Instructional Design or Design Alchemy? -- Learning Design or Design Alchemy?.- Insight or Distraction? -- What is the Design Alchemy Pedagogy? -- How Does the Design Alchemist Practice? -- What Are the Assets of Design Alchemy? -- Transforming Programs and Courses -- Activities and Assessment -- Understanding Design Alchemy -- Design Alchemy Templates -- Design Alchemy: A Manifesto -- Index.
520 _aThe provision of online learning is increasing almost exponentially, with both established and emerging educational institutions creating new and revised courses to meet the needs of students demanding flexible access and delivery. However, the staff recruited to support this development often does not have the design skills or experience to generate courses that bear the hallmarks of effective online learning experiences. While the principles associated with the practice of instructional design provided pedagogical guidance for these design efforts, it remains commonplace for courses to present as little more than information delivery with no clear strategies for student engagement and interaction. The purpose of this book is to expand on the design concepts documented by the lead author and to present both a design framework and design strategies that will allow organisations to provide courses that embed the affordances of the online, social environment and maximize opportunities for engagement and learning in formal learning contexts. The authors contend that to truly achieve the potential of learning in an online environment, designers need to be alchemists - ensuring the current face-to-face classroom "gold" is not turned to lead and to transform those "leaden" online courses that do not engage or provide interaction into motivating and engaging "golden" learning experiences.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducational Technology.
650 2 4 _aLearning & Instruction.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9783319024226
830 0 _aEducational Communications and Technology: Issues and Innovations ;
_v8
856 4 0 _uhttp://dx.doi.org/10.1007/978-3-319-02423-3
912 _aZDB-2-SHU
999 _c92857
_d92857