首页> 外文OA文献 >The rhizome underneath: Promoting the disruption of established practice and the innovation of online teaching, by improving the design of globally disseminated online professional development artefacts.
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The rhizome underneath: Promoting the disruption of established practice and the innovation of online teaching, by improving the design of globally disseminated online professional development artefacts.

机译:下面的根茎:通过改进在全球范围内传播的在线专业发展人工制品的设计,促进对既定做法的破坏和在线教学的创新。

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摘要

This thesis exemplifies, through the exploration of a specific case study, how the design of an online professional development resource is capable of penetrating, disrupting, and fostering innovation in online teaching practices within a wide range of existing professional education networks.ududFollowing its release in 2009, the ‘Learning to Teach Online’ (LTTO) project spread rapidly around the world via conduits such as Twitter, Facebook, blogs, institutional links and word of mouth — throughout K-12, vocational, higher education and private consultancies across 146 countries and territories. This thesis investigates how the design of LTTO facilitated its discovery, dissemination and integration in a range of educational contexts. There was a large volume of data collected from Web 2.0 activity surrounding LTTO. Using data visualisation techniques, patterns and hidden relationships between individuals sharing and using the resources were revealed, that provided insight into previously invisible relationships between individuals within vastly different established professional networks all over the world. The concept of the rhizome is at the core of this thesis, inspired by the observation of the growing patterns of connection between seemingly disparate educational communities globally, in a manner that was neither precisely controlled nor predictable. ududKey outcomes include a detailed analysis of the design of an online professional development resource that was effective across a range of disciplines and education sectors; the determination of an effective method of researching the spread and use of similar initiatives; and observations and strategies that can help others to improve the design process for future online professional development resources.
机译:本文通过对一个特定案例的研究,举例说明了在线专业发展资源的设计如何能够在广泛的现有专业教育网络中渗透,破坏和促进在线教学实践中的创新。 ud ud自2009年发布以来,“在线学习”(LTTO)项目通过Twitter,Facebook,博客,机构链接和口口相传的渠道迅速遍及全球-遍及K-12,职业,高等教育和私人咨询公司遍及146个国家和地区。本文研究了LTTO的设计如何在一系列教育环境中促进其发现,传播和整合。围绕LTTO的Web 2.0活动收集了大量数据。通过使用数据可视化技术,揭示了共享和使用资源的个人之间的模式和隐藏关系,从而洞悉了世界范围内千差万别的专业网络中个人之间以前不可见的关系。根茎的概念是本论文的核心,其灵感来自于对全球看似迥异的教育社区之间日益增长的联系方式的观察,这种联系的方式既无法精确控制也无法预测。主要成果包括对在线专业发展资源的设计进行了详细的分析,该资源在各个学科和教育领域均有效;确定研究类似倡议的传播和使用的有效方法;以及可以帮助他人改善未来在线专业发展资源的设计过程的观察和策略。

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    McIntyre Simon Duncan;

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  • 年度 2016
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