The search for pedagogical dynamism - Design patterns and the unselfconscious process
File version
Version of Record (VoR)
Author(s)
Lodge, Jason M.
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
File type(s)
Location
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 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.
Journal Title
Educational Technology & Society
Conference Title
Book Title
Edition
Volume
19
Issue
2
Thesis Type
Degree Program
School
Publisher link
DOI
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights 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.
Item Access Status
Note
Access the data
Related item(s)
Subject
Curriculum and Pedagogy not elsewhere classified
Information Systems
Specialist Studies in Education