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dc.contributor.authorNussli, Natalie
dc.contributor.authorOh, Kevin
dc.contributor.editorInoue-Smith, Y.
dc.contributor.editorMcVey, T.
dc.date.accessioned2020-07-15T14:10:08Z
dc.date.available2020-07-15T14:10:08Z
dc.date.issued2020-07
dc.identifier.doi10.4018/978-1-7998-4036-7.ch011
dc.identifier.urihttps://irf.fhnw.ch/handle/11654/31565
dc.description.abstractThe purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.en_US
dc.language.isoen_USen_US
dc.publisherIGI Globalen_US
dc.relation.ispartofOptimizing Higher Education Learning Through Activities and Assessmentsen_US
dc.accessRightsAnonymous*
dc.subjectinstructional designen_US
dc.subjectdigitally mediated learningen_US
dc.subjectdistance learningen_US
dc.subjectremote learningen_US
dc.subjecte-learningen_US
dc.subjectvirtual learning environmenten_US
dc.subjectonline communicationen_US
dc.subjectonline interactionen_US
dc.subjectonline collaborationen_US
dc.subjectonline assessmenten_US
dc.subject.ddc370 - Erziehung, Schul- und Bildungswesenen_US
dc.subject.ddc004 - Computer Wissenschaften, Interneten_US
dc.titleIntentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT.en_US
dc.type04 - Beitrag Sammelband oder Konferenzschrift*
dc.edition1en_US
dc.spatialHershey, PAen_US
dc.audiencePraxisen_US
fhnw.publicationStatePublisheden_US
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publicationen_US
fhnw.InventedHereYesen_US
fhnw.PublishedSwitzerlandNoen_US
fhnw.pagination204-231en_US
fhnw.IsStudentsWorknoen_US


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