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020 |a9783319024233|9978-3-319-02423-3
024 7 |a10.1007/978-3-319-02423-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB1028.3
072 7|aJNV|2bicssc
072 7|aEDU000000|2bisacsh
072 7|aJNV|2thema
082 04|a371.33|223
090 |aDK/11341
100 1 |aSims, Roderick.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aDesign Alchemy|h[electronic resource] :|bTransforming the way we think about learning and teaching /|cby Roderick Sims.
250 |a1st ed. 2014.
264 1|aCham :|bSpringer International Publishing :|bImprint: Springer,|c2014.
300 |aXIV, 251 p. 49 illus., 48 illus. in color.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aEducational Communications and Technology: Issues and Innovations,|x2625-0012
505 0 |aForeward -- Preface --   Why Alchemy? -- Why Design Alchemy? -- How did Design Alchemy emerge? -- Which Learning Theories? -- Instructional Design or Design Alchemy? -- Learning Design or Design Alchemy?.- Insight or Distraction? -- What is the Design Alchemy Pedagogy? -- How Does the Design Alchemist Practice? -- What Are the Assets of Design Alchemy? -- Transforming Programs and Courses -- Activities and Assessment -- Understanding Design Alchemy -- Design Alchemy Templates -- Design Alchemy: A Manifesto -- Index.
520 |aThe provision of online learning is increasing almost exponentially, with both established and emerging educational institutions creating new and revised courses to meet the needs of students demanding flexible access and delivery. However, the staff recruited to support this development often does not have the design skills or experience to generate courses that bear the hallmarks of effective online learning experiences. While the principles associated with the practice of instructional design provided pedagogical guidance for these design efforts, it remains commonplace for courses to present as little more than information delivery with no clear strategies for student engagement and interaction. The purpose of this book is to expand on the design concepts documented by the lead author and to present both a design framework and design strategies that will allow organisations to provide courses that embed the affordances of the online, social environment and maximize opportunities for engagement and learning in formal learning contexts. The authors contend that to truly achieve the potential of learning in an online environment, designers need to be alchemists - ensuring the current face-to-face classroom "gold" is not turned to lead and to transform those "leaden" online courses that do not engage or provide interaction into motivating and engaging "golden" learning experiences.
650 0|aEducational technology.
650 0|aLearning, Psychology of.
650 14|aDigital Education and Educational Technology.
650 24|aInstructional Psychology.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783319024226
776 08|iPrinted edition:|z9783319024240
776 08|iPrinted edition:|z9783319344683
830 0|aEducational Communications and Technology: Issues and Innovations,|x2625-0012
856 40|uhttps://doi.org/10.1007/978-3-319-02423-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)