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Expanding student capacities: Learning by design pedagogy

Healy, Annah H. (2008) Expanding student capacities: Learning by design pedagogy. In Healy, Annah H. (Ed.) Multiliteracies and diversity in education: New pedagogies for expanding landscapes. Oxford University Press, South Melbourne, Victoria, Australia, pp. 2-29.

Abstract

The chapter explores the conceptual framework of 'learning by design' as new learning theory (Kalantzis & Cope 2005). The framework and its attendant pedagogies have the potential to (a) cater for the diversity of students cognitively, socially and culturally; (b) reflect global text practices in the classroom; (c) explore communications and their design in a digital age; (d) plan for a breadth and depth approach to knowledge by activating processes aligned to experiencing, conceptualising, analysing and applying; and (e) make obsolete an outdated, separated disciplinary regime by breaking down unnatural walls of the curriculum. Real and tangible differences between traditional literacy pedagogies and a new learning model become evident, demonstrating that the pedagogic shift is neither reactive nor sensational, but timely and appropriate.

Impact and interest:

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ID Code: 11437
Item Type: Book Chapter
Additional Information: For more information about this book please refer to the publisher's website (see link) or contact the author.
Additional URLs:
Keywords: multiliteracies, learning by design, student agency in learning, knowledge processes, new learning theory, text design
ISBN: 9780195558487
Subjects: Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300) > English Language (200302)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LANGUAGE STUDIES (200300)
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Oxford University Press
Deposited On: 08 Jan 2008
Last Modified: 29 Feb 2012 23:51

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