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- Publisher Website: 10.1080/07294360.2018.1545748
- Scopus: eid_2-s2.0-85057331435
- WOS: WOS:000462877900007
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Article: Informed learning design: teaching and learning through engagement with information
Title | Informed learning design: teaching and learning through engagement with information |
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Authors | |
Keywords | curriculum design higher education information literacy Informed learning pedagogy |
Issue Date | 18-Nov-2018 |
Publisher | Taylor and Francis Group |
Citation | Higher Education Research & Development, 2018, v. 38, n. 3, p. 579-593 How to Cite? |
Abstract | While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content. |
Persistent Identifier | http://hdl.handle.net/10722/339752 |
ISSN | 2023 Impact Factor: 2.6 2023 SCImago Journal Rankings: 1.428 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Maybee, C | - |
dc.contributor.author | Bruce, CS | - |
dc.contributor.author | Lupton, M | - |
dc.contributor.author | Pang, MF | - |
dc.date.accessioned | 2024-03-11T10:39:03Z | - |
dc.date.available | 2024-03-11T10:39:03Z | - |
dc.date.issued | 2018-11-18 | - |
dc.identifier.citation | Higher Education Research & Development, 2018, v. 38, n. 3, p. 579-593 | - |
dc.identifier.issn | 0729-4360 | - |
dc.identifier.uri | http://hdl.handle.net/10722/339752 | - |
dc.description.abstract | <p>While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces <em>informed learning design</em>, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.</p> | - |
dc.language | eng | - |
dc.publisher | Taylor and Francis Group | - |
dc.relation.ispartof | Higher Education Research & Development | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | curriculum design | - |
dc.subject | higher education | - |
dc.subject | information literacy | - |
dc.subject | Informed learning | - |
dc.subject | pedagogy | - |
dc.title | Informed learning design: teaching and learning through engagement with information | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/07294360.2018.1545748 | - |
dc.identifier.scopus | eid_2-s2.0-85057331435 | - |
dc.identifier.volume | 38 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 579 | - |
dc.identifier.epage | 593 | - |
dc.identifier.eissn | 1469-8366 | - |
dc.identifier.isi | WOS:000462877900007 | - |
dc.identifier.issnl | 0729-4360 | - |