Preliminary structure
We aim to develop this book via an open collaborative process with a
broad set of contributors. The visibility of the details of the
sections and chapters to the authors as they develop will help
stimulate this process, with connections being made across new and
emerging themes.
The outline bellow is tentative. The section editors listed have
expressed their interest in this role, but some changes may occur in
the process of writing the book. The cases and patterns listed are
examples from the existing cannon of the Learning Patterns and Planet
projects. They are merely illustrative and have not been approved by
the section editors.
Section editors: Diana Laurillard (Institute of Education) Michael Derntl (University of Vienna) Learner-centred education considers the student in the centre of
teaching and learning activities. This means catering for diverse
learner needs and characteristics, provision of a setting of
authenticity and inclusion, openness to experience and personal growth,
co-creation of knowledge, and personal regard for each individual. The
main goal is to faciltiate learners in becoming active, self-directed
and self-responsible participants in the learning process, in which
peers and the instructor serve as facilitators, motivators and personal
resources. Supporting learners and teachers in using feedback to make the link between theory and practice; The left-hand square of the conversational framework. Teacher and learner both linking their conceptualisation with its instantiation in practice, through adaptation and reflection, but also negotiating their theories and comparing and adjusting practice through action and feedback, to try to achieve a match.
Section editors: Till Schümmer (Fernuni Hagen, Germany), Christian Kohls (Knowledge Media Research Center, Tuebingen, Germany)
This section addresses the use of social media, social software and Web2.0 based technologies in education. These new technologies underpin a trend towards user-generated content and collaborative knowledge production that has started to shift the ways in which we perceive the learning and teaching process. Applying these technologies within formal learning settings and/or directing their informal use as sites of educational value is not always straightforward. It requires attention not simply to technical detail but to issues surrounding attribution, identity, privacy and the wider aspirations of the lifelong learner.
Section Editor: Steven Warburton (King's College London, UK)
Section editors: Harvey Mellar and Norbert Pachler (Institute of Education, UK) | 