Rethinking university teaching : a conversational framework for the effective use of learning technologies / Diana Laurillard.

Cover; Rethinking University Teaching 2nd Edition; Title Page; Copyright Page; Dedication; Table of Contents; List of plates; List of figures; List of tables; Acknowledgements; Preface to the 2nd edition; Introduction; Part I What students need from learning technologies; 1 Teaching as mediating learning; Introduction; The character of academic learning; A critique of academic learning as imparted knowledge; A critique of academic learning as situated cognition; Academic learning as a way of experiencing the world; Summary; 2 What students bring to learning; Introduction.

Questionnaire studies of students' characteristicsExploratory studies of the student population; Longitudinal studies of developmental change in university students; Summary; 3 The complexity of coming to know; Introduction; Finding out what happens in learning; Apprehending structure; Interpreting forms of representation; Acting on the world (of descriptions); Using feedback; Reflecting on goals-action-feedback; Summary; 4 Generating a teaching strategy; Introduction; Instructional design; Constructivist psychology; Phenomenography; A principled approach to generating teaching strategy.

Part II Analysing the media for learning and teaching; A framework for analysis; Introduction; Pedagogical categories for classifying media; A framework for analysing educational media; Forms of educational media; 5 Narrative media; Introduction; Lecture; Print; Audiovision; Television; Video; Digital Versatile Disc; Summary; 6 Interactive media; Introduction; Hypermedia; Enhanced hypermedia; Web resources; Interactive television; Summary; 7 Adaptive media; Introduction; Simulations; Virtual environments; Tutorial programs; Tutorial simulations; Educational games; Summary.

8 Communicative mediaIntroduction; Computer-mediated conferencing; Digital document discussion environment; Audioconferencing; Videoconferencing; Student collaboration; Summary; 9 Productive media; Introduction; Microworlds; Collaborative microworlds; Modelling; Summary; Summary of Part II; Comparing the media; Balancing the media; Part III The design methodology; 10 Designing teaching materials; Introduction; Defining learning objectives; Identifying students' needs; Deciding the balance of learning objectives; Designing the locus of control; Developmental testing.

Comparative development costsSummary of the learning design process; 11 Setting up the learning context; Introduction; Student preparation; Integration with other media; Epistemological values; Assessment; Logistics; The virtual learning environment; Summary; 12 Designing an effective organisational infrastructure; Introduction; Conditions for a university to be a learning organisation; Establishing an appropriate organisational infrastructure; Expanding knowledge; Sharing knowledge; Innovating; Evaluating; Implementing; Validating; Summary.

The national infrastructure for innovation in Higher Education.

Teachers in higher education have had to become more professional in their approach to teaching, matching their professionalism in research. The first edition of this book prepares teachers to do and undergo quality audits and appraisals, and to achieve their personal aims of improving their teaching and their students' learning. The strength of this book is that it provides a sound theoretical basis for designing and using learning technologies in university teaching. This new edition builds upon the success of the first and contains major updates to the information on learning technologie.

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