Framework for Teaching and Learning Design and Technology

2014 ◽  
pp. 35-60
Keyword(s):  
Teaching And Learning ◽  
Design And Technology ◽  
Learning Design ◽  
Framework For Teaching

Using DAWs as modelling tools for learning design sound-based applications in education

2021 ◽  
Vol 13 (2-3) ◽  
pp. 305-322 ◽  
Author(s):  
Hussein Boon
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Learning Approach ◽  
Learning Design ◽  
Educational Settings ◽  
Music Production ◽  
Learning Challenges ◽  
Interesting Solution

This article discusses a proposed design and sound tool teaching and learning approach, with interesting solution-based challenges not immediately associated with traditional DAW instruction. By stepping outside of the usual boundaries of DAW use, music production teaching is presented with a number of novel learning challenges. There is potential for DAWs, especially in educational settings, to be used to enhance the discipline, encourage experimentation and stimulate design-based ideas that promote DAW use beyond the mixing and engineering type contexts. By shifting DAWs into areas of sound-based music, as proposed by Landy, this innovative approach, facilitates deeper, experiential learning where sound is treated as the basic musical unit, therefore allowing for a potentially greater range of designed outputs.

An Inclusive, Anti-Bias Framework for Teaching and Learning About Race With Young Children

2018 ◽  
Vol 22 (2) ◽  
pp. 74-86 ◽  
Author(s):  
Margaret R. Beneke ◽  
Caryn C. Park ◽  
Jordan Taitingfong
Keyword(s):  
Young Children ◽  
Teaching And Learning ◽  
Framework For Teaching

Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development

2019 ◽  
pp. 77-98
Author(s):  
Maria Ranieri ◽  
Juliana Elisa Raffaghelli ◽  
Isabella Bruni
Keyword(s):  
Faculty Development ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Integrated Approach ◽  
Organizational Level ◽  
Learning Design ◽  
Pedagogical Innovation ◽  
Organizational Conditions ◽  
Strategic Program ◽  
Pedagogical Innovations

Research on faculty development supporting pedagogical innovation has gained momentum since effective teaching and learning are deemed a central piece for the modernization of higher education. However, the field is still characterized by a low level of conceptualization, fragmented approaches, and unclear strategies on organizational level. This chapter concentrates on the DIDe-L case, a strategic program of faculty development promoted by the University of Florence and based on an integrated approach to training. Specifically, it focuses on the “e-Learning Desk,” an institutional service ensuring instructional coaching for learning design. Through the analysis of teachers' reactions and renewed practices, the authors aim at exploring what institutional and organizational conditions may prevent or facilitate pedagogical innovation and change. Results showed that the approach characterizing the service had a positive impact on teachers' growth, although institutional obstacles like lack of recognition or support still prevent teachers to fully deploy pedagogical innovations.

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