25 results on '"Beetham, Helen"'
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2. An Introduction to Rethinking Pedagogy
- Author
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Beetham, Helen, primary and Sharpe, Rhona, additional
- Published
- 2019
- Full Text
- View/download PDF
3. Learning Designs as a Stimulus and Support for Teachers’ Design Practices
- Author
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Beetham, Helen, Sharpe, Rhona, Agostinho, Shirley, Bennett, Sue, Lockyer, Lori, Jones, Jennifer, Harper, Barry, Beetham, Helen, Sharpe, Rhona, Agostinho, Shirley, Bennett, Sue, Lockyer, Lori, Jones, Jennifer, and Harper, Barry
- Published
- 2020
4. Rethinking Learning for a Digital Age
- Author
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Sharpe, Rhona, primary, Beetham, Helen, additional, and de Freitas, Sara, additional
- Published
- 2010
- Full Text
- View/download PDF
5. Rethinking Pedagogy for a Digital Age : Designing for 21st Century Learning
- Author
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Beetham, Helen and Beetham, Helen
- Subjects
- Computer-assisted instruction--Curricula--Planning
- Abstract
Through a critical discussion of the issues surrounding the design, sharing and reuse of learning activities, the second edition of Rethinking Pedagogy for a Digital Age examines a wide range of perspectives on effectively designing and delivering learning activities to ensure that future development is pedagogically sound, learner-focused, and accessible. This powerful book: • examines the reality of design in practice• shares tools and resources to guide practice• analyses design within complex systems• discusses the influence of open resources on design• includes design principles for mobile learning• explores practitioner development in course teams• presents scenarios for design for learning in an uncertain future Illustrated by case studies from across disciplines and supported by a helpful appendix of tools and resources for researchers, practitioners and teachers, the second edition of Rethinking Pedagogy for a Digital Age is an essential guide to designing for 21st Century learning.
- Published
- 2013
6. The influence of pervasive and integrative tools on learners' experiences and expectations of study
- Author
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Sharpe, Rhona, Beetham, Helen, De Freitas, Sara, Conole, Grainne, Sharpe, Rhona, Beetham, Helen, De Freitas, Sara, and Conole, Grainne
- Abstract
Introduction: the future for learners' experiences The opening paragraphs of any recent policy documents are a testimony to the recognised importance of e-learning in education. As the case studies in this book also attest, e-learning models and theories, simulations, computer modelling and social software are now an integral part of most learners' experience and environment. Similarly, institutions now recognise the strategic importance of ICT and have central policies in place to ensure that there is a technical infrastructure available to support all aspects of the learner's lifecycle; from recruitment through to assessment.
7. Design principles for mobile learning
- Author
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Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, Traxler, John, Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, and Traxler, John
- Abstract
Mobile technologies have been widely appropriated for social and informal activities, some of which are educational. Designing for mobile learning provides a glimpse of what designing for the future could be - where education is no longer 'designed and delivered' to a group of learners in an expected, defined context, but where each individual engages in their own learning, through their own devices, from their own setting and on their own terms. This chapter lays out how design principles need to evolve to support educators to design content, activities, communications and spaces for such a context.
8. Design principles for learning with mobile devices
- Author
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Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, Traxler, John, Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, and Traxler, John
- Abstract
The chapter highlights some environmental and societal changes that have occurred since the authors contributed chapters on this topic to previous editions of this book. The role of design in relation to learning technology developments is considered, with a focus on design for learning that is personalized, situated, authentic and informal. Design of content, activities, communities, and communication is discussed. The ten design principles proposed by the authors take account of the characteristics of mobile technologies and consider the social context into which they are appropriated. The design principles recognize the centrality of learners with their personal technologies and their preferences, experiences and expectations, alongside the unique nature and added value of mobile learning, and the idea that mobile learning is synonymous with unpredictability and constant change. The principles are likely to have wider applicability beyond mobile learning as personalized, situated, authentic and informal learning becomes the norm.
9. Student as Producer is hacking the university
- Author
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Beetham, Helen, Sharpe, Rhona, Winn, Joss, Lockwood, Dean, Beetham, Helen, Sharpe, Rhona, Winn, Joss, and Lockwood, Dean
- Abstract
This chapter discusses the Student as Producer project at the University of Lincoln and provides two case studies of how Student as Producer is infiltrating quite different areas of university life. The first discusses Student as Producer in the context of Deleuze and rhizomatic curriculum design, while the second looks at how the project is being applied to the development of an open institutional infrastructure, in which Computer Science students are redesigning and developing the tools used for research, teaching and learning.
10. Student as Producer is hacking the university
- Author
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Beetham, Helen, Sharpe, Rhona, Winn, Joss, Lockwood, Dean, Beetham, Helen, Sharpe, Rhona, Winn, Joss, and Lockwood, Dean
- Abstract
Drawing on the example of the ‘Student as Producer’ project at the University of Lincoln, UK, this chapter explains how curriculum design is expected to be informed by a view of the student as an active contributor and collaborator to the knowledge creation process. The Centre for Educational Research and Development was created in 2007 to lead the University of Lincoln’s Teaching and Learning Strategy, run post-graduate courses for the study of education and practice of teaching, and support the academic use of technology across the university. The chapter discusses Student as Producer in the context of Deleuze and rhizomatic curriculum design. It looks at how the project is being applied to the development of an open institutional infrastructure, in which Computer Science students are redesigning and developing the tools used for research, teaching and learning.
11. Design principles for learning with mobile devices
- Author
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Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, Traxler, John, Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, and Traxler, John
- Abstract
The chapter highlights some environmental and societal changes that have occurred since the authors contributed chapters on this topic to previous editions of this book. The role of design in relation to learning technology developments is considered, with a focus on design for learning that is personalized, situated, authentic and informal. Design of content, activities, communities, and communication is discussed. The ten design principles proposed by the authors take account of the characteristics of mobile technologies and consider the social context into which they are appropriated. The design principles recognize the centrality of learners with their personal technologies and their preferences, experiences and expectations, alongside the unique nature and added value of mobile learning, and the idea that mobile learning is synonymous with unpredictability and constant change. The principles are likely to have wider applicability beyond mobile learning as personalized, situated, authentic and informal learning becomes the norm.
12. Design principles for mobile learning
- Author
-
Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, Traxler, John, Beetham, Helen, Sharpe, Rhona, Kukulska-Hulme, Agnes, and Traxler, John
- Abstract
Mobile technologies have been widely appropriated for social and informal activities, some of which are educational. Designing for mobile learning provides a glimpse of what designing for the future could be - where education is no longer 'designed and delivered' to a group of learners in an expected, defined context, but where each individual engages in their own learning, through their own devices, from their own setting and on their own terms. This chapter lays out how design principles need to evolve to support educators to design content, activities, communications and spaces for such a context.
13. The influence of pervasive and integrative tools on learners' experiences and expectations of study
- Author
-
Sharpe, Rhona, Beetham, Helen, De Freitas, Sara, Conole, Grainne, Sharpe, Rhona, Beetham, Helen, De Freitas, Sara, and Conole, Grainne
- Abstract
Introduction: the future for learners' experiences The opening paragraphs of any recent policy documents are a testimony to the recognised importance of e-learning in education. As the case studies in this book also attest, e-learning models and theories, simulations, computer modelling and social software are now an integral part of most learners' experience and environment. Similarly, institutions now recognise the strategic importance of ICT and have central policies in place to ensure that there is a technical infrastructure available to support all aspects of the learner's lifecycle; from recruitment through to assessment.
14. Designing for learning within an organisational context
- Author
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Beetham, Helen, Sharpe, Rhona, Armellini, Ale, Beetham, Helen, Sharpe, Rhona, and Armellini, Ale
- Abstract
Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.
15. Designing for Learning within an Organisational Context
- Author
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Alejandro Armellini, Rhona Sharpe, Beetham, Helen, and Sharpe, Rhona
- Subjects
Process (engineering) ,media_common.quotation_subject ,Field (Bourdieu) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Institution ,Engineering ethics ,Context (language use) ,Sociology ,Curriculum ,Learning design ,media_common - Abstract
Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.
- Published
- 2019
16. The influence of pervasive and integrative tools on learners' experiences and expectations of study
- Author
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De Freitas, Sara, Conole, Grainne, Sharpe, Rhona, Beetham, Helen, and De Freitas, Sara
- Abstract
Introduction: the future for learners' experiences\ud The opening paragraphs of any recent policy documents are a testimony to the recognised importance of e-learning in education. As the case studies in this book also attest, e-learning models and theories, simulations, computer modelling and social software are now an integral part of most learners' experience and environment. Similarly, institutions now recognise the strategic importance of ICT and have central policies in place to ensure that there is a technical infrastructure available to support all aspects of the learner's lifecycle; from recruitment through to assessment.
- Published
- 2010
17. Analysing Digital Literacy in Action:A Case Study of a Problem-oriented Learning Process
- Author
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Ryberg, Thomas, Dirckinck-Holmfeld, Lone, Sharpe, Rhona, Beetham, Helen, and de Freitas, Sara
- Subjects
Youth ,Literacy ,PBL ,Learning - Published
- 2010
18. Multilingual Digital Humanities
- Author
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Lorella Viola, Paul Spence, Lorella Viola, and Paul Spence
- Subjects
- Digital humanities, Multilingualism, Computational linguistics
- Abstract
Multilingual Digital Humanities explores the impact of monolingualism—especially Anglocentrism—on digital practices in the humanities and social sciences.The volume explores a wide range of applied contexts, such as digital linguistic injustice, critical digital literacy, digital learning, digital publishing, low-resourced, minoritised or endangered languages in a digital space, and multilingual historical intertextuality. These discussions are situated within wider work on language technologies, language documentation and international (in particular European) language-based infrastructure creation. Drawing on both primary and secondary research, this four-part book features 13 diverse case studies of infrastructural projects, pedagogical resources, computational models, interface building, and publishing initiatives in a range of languages, including Arabic, French, Russian, Portuguese, Italian, German, Spanish, Bengali, Hindi, Malayalam, and Tamil. All the debates are contextualised within a wider cultural frame, thus bridging the gap between the linguistic focus of the multilingual initiatives and wider discussion of cultural criticism in DH. Multilingual Digital Humanities recognizes the digital as a culturally situated and organic multilingual entity embedding past, present, and future worlds, which reacts to and impacts on institutional and methodological frameworks for knowledge creation. It is essential reading for students, scholars, and practitioners working in digital humanities and digital studies.
- Published
- 2023
19. Rethinking Pedagogy for a Digital Age : Principles and Practices of Design
- Author
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Helen Beetham, Rhona Sharpe, Helen Beetham, and Rhona Sharpe
- Subjects
- Computer-assisted instruction--Curricula--Planning
- Abstract
Rethinking Pedagogy for a Digital Age examines contemporary issues in the design and delivery of effective learning through a critical discussion of the theoretical and professional perspectives informing current digital education practice. This third edition has been thoroughly revised to address socio-cultural approaches, learning analytics, curriculum change, and key theoretical developments from education sciences. Illustrated by case studies across disciplines and continents for a diversity of researchers, practitioners, and lecturers, the book is an essential guide to learning technologies that is pedagogically sound, learner-focused, and accessible.
- Published
- 2019
20. The Primary English Encyclopedia : The Heart of the Curriculum
- Author
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Margaret Mallett and Margaret Mallett
- Subjects
- Language arts (Elementary)--Great Britain--Handbooks, manuals, etc
- Abstract
This newly updated, user friendly Primary English Encyclopedia addresses all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Now in its fifth edition, entries have been revised to take account of new research and thinking. The approach is supportive of the reflective practitioner in meeting National Curriculum requirements in England and developing sound subject knowledge and good classroom practice. While the book is scholarly, the author writes in a conversational style and includes reproductions of covers of recommended children's books and examples of children's writing and drawing to add interest.The encyclopedia includes: over 600 entries, many expanded and entirely new for this edition, including entries on apps, blogging and computing; short definitions of key concepts; input on the initial teaching of reading including the teaching of phonics and the other cue-systems; extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, non-fiction, bilingualism and children's literature; information on new literacies and new kinds of texts for children; discussion of current issues and input on the history of English teaching in the primary years; extended entries on gender and literacy; important references for each topic, advice on further reading and accounts of recent research findings; and a Who's Who of Primary English and lists of essential texts, updated for this new edition. This encyclopedia will be ideal for student teachers on BA and PGCE courses preparing for work in primary schools and primary school teachers. Anyone concerned with bringing about the informed and imaginative teaching of primary school English will find this book helpful and interesting.
- Published
- 2017
21. Reusing Open Resources : Learning in Open Networks for Work, Life and Education
- Author
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Allison Littlejohn, Chris Pegler, Allison Littlejohn, and Chris Pegler
- Subjects
- Internet in education, Electronic information resources, Computer network resources, EDUCATION / General, EDUCATION / Computers & Technology, EDUCATION / Distance Education & Learning
- Abstract
Every day, learners use and reuse open, digital resources for learning. Reusing Open Resources offers a vision of the potential of these open, online resources to support learning. The book follows on from Reusing Online Resources: A Sustainable Approach to E-learning. At that time focus was on the creation, release and reuse of digital learning resources modeled on educational materials. Since then the open release of resources and data has become mainstream, rather than specialist, changing societal expectations around resource reuse. Social and professional learning networks are now routine places for the exchange of online knowledge resources that are shared, manipulated and reused in new ways, opening opportunities for new models of business, research and learning. The goal of this book is to extend the debate of how open, online resources might support learning across diverse contexts. Twenty-four distinguished experts from nine countries distributed across Europe and North America contribute empirical evidence and ideas. Collectively they provide a vision of the potential of open, online resources to support learning across everyday contexts of education, work and life.
- Published
- 2014
22. Rethinking Learning for a Digital Age : How Learners Are Shaping Their Own Experiences
- Author
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Rhona Sharpe, Helen Beetham, Sara de Freitas, Rhona Sharpe, Helen Beetham, and Sara de Freitas
- Subjects
- Computer-assisted instruction, Education--Effect of technological innovations o, Digital electronics
- Abstract
Rethinking Learning for a Digital Age addresses the complex and diverse experiences of learners in a world embedded with digital technologies. The text combines first-hand accounts from learners with extensive research and analysis, including a developmental model for effective e-learning, and a wide range of strategies that digitally-connected learners are using to fit learning into their lives. A companion to Rethinking Pedagogy for a Digital Age (2007), this book focuses on how learners'experiences of learning are changing and raises important challenges to the educational status quo.Rethinking Learning for a Digital Age: moves beyond stereotypes of the'net generation'to explore the diversity of e-learning experiences today analyses learners'experiences holistically, across the many technologies and learning opportunities they encounter reveals digital-age learners as creative actors and networkers in their own right, who make strategic choices about their use of digital applications and learning approaches. Today's learners are active participants in their learning experiences and are shaping their own educational environments. Professors, learning practitioners, researchers, and policy-makers will find Rethinking Learning for a Digital Age invaluable for understanding the learning experience, and shaping their own responses.
- Published
- 2010
23. Electronic Portfolios 2.0 : Emergent Research on Implementation and Impact
- Author
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Darren Cambridge, Kathleen Blake Yancey, Barbara Cambridge, Darren Cambridge, Kathleen Blake Yancey, and Barbara Cambridge
- Subjects
- Electronic portfolios in education
- Abstract
Higher education institutions of all kinds—across the United States and around the world—have rapidly expanded the use of electronic portfolios in a broad range of applications including general education, the major, personal planning, freshman learning communities, advising, assessing, and career planning.Widespread use creates an urgent need to evaluate the implementation and impact of eportfolios. Using qualitative and quantitative methods, the contributors to this book—all of whom have been engaged with the Inter/National Coalition for Electronic Portfolio Research—have undertaken research on how eportfolios influence learning and the learning environment for students, faculty members, and institutions.This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale. These studies exemplify how eportfolios can spark disciplinary identity, increase retention, address accountability, improve writing, and contribute to accreditation. The chapters demonstrate the applications of eportfolios at community colleges, small private colleges, comprehensive universities, research universities, and a state system.
- Published
- 2009
24. Preparing for Blended E-learning
- Author
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Allison Littlejohn, Chris Pegler, Allison Littlejohn, and Chris Pegler
- Subjects
- Education--Data processing--Planning, Computer-assisted instruction--Design, Computer-assisted instruction--Planning
- Abstract
Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning.Beginning by exploring the meaning of'e-learning', it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learners devising student activities and sourcing learning resources managing online and offline interactions Packed with practical advice and ideas, this book provides the core skills and knowledge that teachers in HE and FE need when starting out and further developing their teaching course design for blended and online learning.
- Published
- 2007
25. Contemporary Perspectives in E-Learning Research : Themes, Methods and Impact on Practice
- Author
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Gráinne Conole, Martin Oliver, Gráinne Conole, and Martin Oliver
- Subjects
- Education, Higher--Computer-assisted instruction--Research--Great Britain, Education, Higher--Effect of technological innovations on--Great Britain
- Abstract
E-learning is at an exciting point in its development; its potential in terms of research is great and its impact on institutional practices is fully recognised. This book defines e-learning as a field of research, highlighting the complex issues, activities and tensions that characterise the area. Written by a team of experienced researchers and commented upon by internationally recognised experts, this book engages researchers and practitioners in critical discussion and debate about the findings emerging from the field and the associated impact on practice. Key topics examined include: access and inclusion the social-cultural contexts of e-learning organisational structures, processes and identities technical aspects of learning research – using tools and resources approaches to learning and teaching practices and associated learning theories designing for e-learning and the management of educational resources professional roles and identities the evolution of e-assessment collaboration, motivation and educational evaluation. Contemporary Perspectives in E-Learning Research provides a synthesis of research, giving readers a grounding in contemporary e-learning scholarship whilst identifying the debates that make it such a lively and fast-moving area. A landmark text in an evolving field, this book will prove invaluable for all researchers, practitioners, policy makers and students who engage with e-learning.
- Published
- 2006
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