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Everyone Designs: Learner Autonomy through Creative, Reflective, and Iterative Practice Mindsets
Journal of Formative Design in Learning Pub Date : 2018-11-09 , DOI: 10.1007/s41686-018-0024-6
Danah Henriksen , William Cain , Punya Mishra

Developing learner autonomy—or the ability to take charge of one’s learning—is a crucial element of teaching and learning and of design work. In this article, we argue that developing learner autonomy in students requires instructors to adopt a two-fold approach through a mindset rooted in creativity and reflective practice. We discuss the theoretical grounding for this mindset, and then situate our discussion by examining an award-winning hybrid-blended course about design thinking in an educational psychology and educational technology doctoral program. The course outcomes qualitatively demonstrated the ways in which students developed a perception of learner autonomy through their work in creating and implementing context-specific educational technology design solutions. We present and discuss evidence from our own formative reflective practice as instructors, along with evidence from students’ reflections, on how themes of learner autonomy emerged via our proposed pedagogical mindset.

中文翻译:

人人设计:通过创造性,反思性和迭代性实践心态的学习者自主权

培养学习者的自主能力或负责学习的能力,是教学和设计工作的关键要素。在本文中,我们认为,发展学生的学习者自主性要求教师通过根植于创造力和反思性实践的思维方式采取双重方法。我们讨论了这种思维方式的理论基础,然后通过研究屡获殊荣的教育心理学和教育技术博士课程中有关设计思维的混合课程来进行讨论。该课程的结果定性地展示了学生通过创建和实施针对特定情境的教育技术设计解决方案的工作,对学习者自主性的认识。
更新日期:2018-11-09
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