Teacher as Designer: Design Thinking for Educational Change
This book offers insights into how design-based processes, principles, and mindsets can be productively employed in diverse P-16 educational spaces by a myriad of educational actors including teachers, instructional leaders, and students. It addresses concerns about the theoretical and practical implications of the still emergent emphasis of design in education. The book begins by examining a number of prominent design processes being used by educators including human-centred design, designing for authentic inquiries, and Universal Design for Learning. It then delves into how teachers, system leaders, and students can engage in educational…
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V211:
Noch nicht erschienen, Februar 2021
Produktdetails
Weitere Autoren: Lock, Jennifer (Hrsg.)
- ISBN: 978-981-1597-88-6
- EAN: 9789811597886
- Produktnummer: 34821152
- Verlag: Springer Nature
- Sprache: Englisch
- Erscheinungsjahr: 2021
- Seitenangabe: 122 S.
- Auflage: 2021
Über den Autor
David Scott, PhD, is an Associate Professor of Curriculum and Learning in the Werklund School of Education at the University of Calgary. Dr. Scott's research has focussed on how educators interpret and pedagogically respond to new curricular mandates including recent directives in Canada to engage students in inquiry-based learning. More recently, his work has been focussed on reframing and repositioning the ways design has traditionally been understood and enacted in the field of education. He is currently involved in research on how insights from design fields and critical perspectives in sociocultural theory can help teachers move beyond technical rational approaches to design towards more designerly stances in service of transforming cultural configurations within schools.Jennifer Lock, PhD, is a Professor and Vice Dean in the Werklund School of Education, University of Calgary, Canada. Her area of specialization is in the Learning Sciences. Dr. Lock's research interests are in the following five areas: 1) E-learning with a specific focus in distance education, online learning communities, and building capacity of online educators; 2) Technology integration in education and teacher education that involves designing learning in technology-enhanced learning environments and online collaboration; 3) Change and innovation in education (teaching, learning and leading) with a specific interest in leading innovation, in classrooms, schools and districts, involving educational technology; 4) Educational development and the scholarship of teaching and learning in higher education; and 5) Experiential learning through making and makerspaces.
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