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dc.contributor.authorDobozy, Eva
dc.contributor.authorDalziel, James
dc.date.accessioned2017-01-30T11:18:03Z
dc.date.available2017-01-30T11:18:03Z
dc.date.created2016-10-11T19:30:18Z
dc.date.issued2016
dc.identifier.citationDobozy, E. and Dalziel, J. 2016. Transdisciplinary Pedagogical Templates and their Potential for Adaptive Reuse. Journal of Interactive Media in Education. 1 (8): pp. 1-11.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/10328
dc.identifier.doi10.5334/jime.402
dc.description.abstract

This article explores the use and usefulness of carefully designed transdisciplinary pedagogical templates (TPTs) aligned to different learning theories. The TPTs are based on the Learning Design Framework outlined in the Larnaca Declaration (Dalziel et al. in this collection). The generation of pedagogical plans or templates is not new. However, the creation and sharing of web-based pedagogical templates is underpinned by a re-use philosophy and the notion that such material can be adopted or adapted for various purposes by learning designers and developers. This article will exemplify the importance of pedagogical clarity by showcasing how different teacher and learner roles are instantiated in different TPTs that subscribe to behaviourist, cognitivist, or social learning theories. A key goal is to demonstrate that the TPTs constructed based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration, are easy to be re-used or modified to suit specific learning situations and contexts.

dc.publisherUbiquity Press
dc.titleTransdisciplinary Pedagogical Templates and their Potential for Adaptive Reuse
dc.typeJournal Article
dcterms.source.volume1
dcterms.source.number8
dcterms.source.startPage1
dcterms.source.endPage11
dcterms.source.issn1365-893X
dcterms.source.titleJournal of Interactive Media in Education
curtin.note

This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

curtin.departmentSchool of Education
curtin.accessStatusOpen access


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