The Search for Pedagogical Dynamism--Design Patterns and the Unselfconscious Process
A. Mouasher, and J. Lodge. Educational Technology & Society, 19 (2):
274--285(2016)
Abstract
An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery
platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional
pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs
of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making,
and further intensified by the formalisation of education. Using Mishra and Koehler’s TPACK framework, we
argue that pedagogical dynamism is both necessary to maintain equilibrium of content-knowledge-pedagogy and
a natural outcome. Further we suggest it is possible using Alexandrian design patterns and a return to the
“unselfconscious process.” We critique existing design pattern work in education, and contribute a metatheoretical
exploration of alexander’s principles and patterns to designing good-fitting forms impacting
education. A scenario of designing for “online,” “on-campus” and “multi-mode” delivery of education is woven
throughout to highlight implications for teaching practice.
%0 Journal Article
%1 mouasher19search
%A Mouasher, Agata
%A Lodge, Jason M
%D 2016
%J Educational Technology & Society
%K alexander design education learning patterns pedagogical technology
%N 2
%P 274--285
%T The Search for Pedagogical Dynamism--Design Patterns and the Unselfconscious Process
%U http://www.ifets.info/journals/19_2/20.pdf
%V 19
%X An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery
platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional
pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs
of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making,
and further intensified by the formalisation of education. Using Mishra and Koehler’s TPACK framework, we
argue that pedagogical dynamism is both necessary to maintain equilibrium of content-knowledge-pedagogy and
a natural outcome. Further we suggest it is possible using Alexandrian design patterns and a return to the
“unselfconscious process.” We critique existing design pattern work in education, and contribute a metatheoretical
exploration of alexander’s principles and patterns to designing good-fitting forms impacting
education. A scenario of designing for “online,” “on-campus” and “multi-mode” delivery of education is woven
throughout to highlight implications for teaching practice.
@article{mouasher19search,
abstract = {An apparent paradigm shift has created increased impetus to offer higher education across multiple delivery
platforms. Utilising technology can support design and delivery for enhanced learning, albeit with additional
pressures on academic workloads, affecting the ability to deliver quality formal education that meets the needs
of individuals and society. The issue is exacerbated when technology, not pedagogy, drives decision-making,
and further intensified by the formalisation of education. Using Mishra and Koehler’s TPACK framework, we
argue that pedagogical dynamism is both necessary to maintain equilibrium of content-knowledge-pedagogy and
a natural outcome. Further we suggest it is possible using Alexandrian design patterns and a return to the
“unselfconscious process.” We critique existing design pattern work in education, and contribute a metatheoretical
exploration of alexander’s principles and patterns to designing good-fitting forms impacting
education. A scenario of designing for “online,” “on-campus” and “multi-mode” delivery of education is woven
throughout to highlight implications for teaching practice. },
added-at = {2016-04-19T13:04:40.000+0200},
author = {Mouasher, Agata and Lodge, Jason M},
biburl = {https://www.bibsonomy.org/bibtex/22b500ea8c49890c69e83ee911684745b/yish},
interhash = {c6bbb4b6713c3e0f98aa7909272286ca},
intrahash = {2b500ea8c49890c69e83ee911684745b},
journal = {Educational Technology \& Society},
keywords = {alexander design education learning patterns pedagogical technology},
number = 2,
pages = {274--285},
timestamp = {2016-04-19T13:04:40.000+0200},
title = {The Search for Pedagogical Dynamism--Design Patterns and the Unselfconscious Process},
url = {http://www.ifets.info/journals/19_2/20.pdf},
volume = 19,
year = 2016
}