New Learning: Principles and Patterns of Pedagogy

Por: Coursera . en: , ,

Overview

Education is in a state of flux – transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological changes of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the “knowledge society”, and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: “didactic”, “authentic” and “transformative” learning. It takes an historical perspective in order to define the contemporary dimensions of what we term “new learning”. It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals.

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Recommended Background
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This course is designed for people interested in the future of education and the "learning society," including people who may wish to join education as a profession, practicing teachers interested in exploring future directions for a vocation that is currently undergoing transformation, and community and workplace leaders who regard their mission to be in part "educative."

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Related Resources
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This course is based on the following book:

https://www.amazon.com/New-Learning-Mary-Kalantzis-ebook/dp/B0096R1FUM

Additional online resources are available here:

https://newlearningonline.com/new-learning

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Take this Course for Credit at the University of Illinois
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This course has the same content and anticipates the same level of contribution by students in the e-Learning Ecologies course offered to graduate certificate, masters, and doctoral level students in the Learning Design and Leadership Program in the College of Education at the University of Illinois.

Of course, in the nature of MOOCs many people will just want to view the videos and casually join some of the discussions. Some people say that these limited kinds of participation offer evidence that MOOCs suffer from low retention rates. Far from it – we say that any level of engagement is good engagement.

On the other hand, if you would like to take this course for credit at the University of Illinois, you will find more information about our program here:

https://newlearningonline.com/kalantzis-and-cope/learning-design-and-leadership-program

And you can apply here:

https://education.illinois.edu/epol/programs-degrees/ldl

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The Learning Design and Leadership Series of MOOCs
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This course is one of a series of eight MOOCs created by Bill Cope and Mary Kalantzis for the Learning Design and Leadership program at the University of Illinois. If you find this MOOC helpful, please join us in others!

e-Learning Ecologies: Innovative Approaches to Teaching and Learning for the Digital Age
https://www.coursera.org/learn/elearning

New Learning: Principles and Patterns of Pedagogy
https://www.coursera.org/learn/newlearning

Assessment for Learning
https://www.coursera.org/learn/assessmentforlearning

Learning, Knowledge, and Human Development
https://www.coursera.org/learn/learning-knowledge-human-development

Ubiquitous Learning and Instructional Technologies
https://www.coursera.org/learn/ubiquitouslearning

Negotiating Learner Differences: Towards Productive Diversity in Learning
https://www.coursera.org/learn/learnerdifferences

Literacy Teaching and Learning: Aims, Approaches and Pedagogies
https://www.coursera.org/learn/literacy-teaching-learning

Multimodal Literacies: Communication and Learning in the Era of Digital Media
https://www.coursera.org/learn/multimodal-literacies

Syllabus

Module 1: Course Orientation
-Education is in a state of flux – transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological changes of our times. This course explores three pedagogical paradigms: “didactic,” “authentic,” and “transformative” learning. It takes a historical perspective in order to define the contemporary dimensions of what we term “new learning.” It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals.

Module 2: What is New Learning?
-This module explores some of the key terms of education: formal versus informal learning; and the distinctions that might be made between the terms "education," "curriculum," and "pedagogy." It also addresses the question of the differences between education as an art and a science.

Module 3: Didactic and Authentic education
-In this module, course participants analyze two foundational paradigms of modern education, which we term "didactic" and "authentic" approaches.

Module 4: Transformative Education - New Learning
-In the final module of this course, we will be considering prospects for the future of education, imaging a "new learning" based on a repertoire of moves drawn from the didactic and authentic pedagogies. What does transformative education mean, in theory as well as in practice?

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