• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • The search for pedagogical dynamism - Design patterns and the unselfconscious process

    Thumbnail
    View/Open
    MouasherPUB1811.pdf (825.9Kb)
    File version
    Version of Record (VoR)
    Author(s)
    Mouasher, Agata
    Lodge, Jason M.
    Griffith University Author(s)
    Mouasher, Agata
    Year published
    2016
    Metadata
    Show full item record
    Abstract
    An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making, and further intensified by the formalisation of education. Using Mishra and Koehler’s TPACK framework, we argue that pedagogical dynamism is both necessary to maintain equilibrium of ...
    View more >
    An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making, and further intensified by the formalisation of education. Using Mishra and Koehler’s TPACK framework, we argue that pedagogical dynamism is both necessary to maintain equilibrium of content-knowledge-pedagogy and a natural outcome. Further we suggest it is possible using Alexandrian design patterns and a return to the “unselfconscious process.” We critique existing design pattern work in education, and contribute a meta-theoretical exploration of alexander’s principles and patterns to designing good-fitting forms impacting education. A scenario of designing for “online,” “on-campus” and “multi-mode” delivery of education is woven throughout to highlight implications for teaching practice.
    View less >
    Journal Title
    Educational Technology & Society
    Volume
    19
    Issue
    2
    Publisher URI
    https://www.j-ets.net/
    Copyright Statement
    © 2016 Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC 3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at ets-editors@ifets.info.
    Subject
    Curriculum and Pedagogy not elsewhere classified
    Information Systems
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/99913
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander