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.
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by activating processes aligned to experiencing, conceptualising, analysing and applying; and (e) make obsolete an outdated, separated disciplinary regime by breaking down unnatural walls of the curriculum.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.
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|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.|
|Keywords:||multiliteracies, learning by design, student agency in learning, knowledge processes, new learning theory, text design|
|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 00:00|
|Last Modified:||29 Feb 2012 13:51|
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