ABSTRACT

Digitalisation provides valuable opportunities for learning; however, it imposes demands on teachers. Teachers are expected not only to be profound users of educational technologies but also to engage in the design of digital environments such as online courses, learning management systems, and mobile applications. This article argues that originated in cultural-historical traditions, Galperin’s pedagogical theory might offer an approach to outline the pedagogic design principles of digital environments to empower teachers to develop their digital identity, enhance students’ learning and their development as learners. Two empirical snapshots are presented to exemplify the use of Galperin’s theory to design assignments and modules in digital learning environments. By engaging in learning and design of digital environments based on the suggested design principles, teachers and students may reposition themselves as active agents in knowledge practices to nurture teacher digital identity and enhance students’ capacity in learning to learn.

摘要

数字化为学习提供了宝贵的机会；但是，这对老师提出了要求。期望教师不仅是教育技术的深厚用户，而且希望从事数字环境的设计，例如在线课程，学习管理系统和移动应用程序。本文认为，加尔佩林的教学理论起源于文化历史传统，它可能提供一种概述数字环境的教学设计原理的方法，以使教师有能力发展其数字身份，增强学生的学习和作为学习者的发展。提出了两个经验快照，以举例说明Galperin理论在数字学习环境中设计作业和模块的使用。