Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT
The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and cul...
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IGI Global
2020
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| Online Access: | https://irf.fhnw.ch/handle/11654/31565 https://doi.org/10.4018/978-1-7998-4036-7.ch011 |
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ftfhnwschweiz:oai:irf.fhnw.ch:11654/31565 2023-05-15T16:01:31+02:00 Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT Nussli, Natalie Oh, Kevin Inoue-Smith, Yukiko McVey, Troy 2020-07 https://irf.fhnw.ch/handle/11654/31565 https://doi.org/10.4018/978-1-7998-4036-7.ch011 en_US eng IGI Global Optimizing Higher Education Learning Through Activities and Assessments doi:10.4018/978-1-7998-4036-7.ch011 https://irf.fhnw.ch/handle/11654/31565 instructional design digitally mediated learning distance learning remote learning e-learning virtual learning environment online communication online interaction online collaboration online assessment 370 - Erziehung Schul- und Bildungswesen 004 - Computer Wissenschaften Internet 04 - Beitrag Sammelband oder Konferenzschrift 2020 ftfhnwschweiz https://doi.org/10.4018/978-1-7998-4036-7.ch011 2023-01-24T14:43:40Z The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning. Other/Unknown Material DML Institutional Repository der FHNW (Fachhochschule Nordwestschweiz) 204 231 |
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Institutional Repository der FHNW (Fachhochschule Nordwestschweiz) |
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ftfhnwschweiz |
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English |
| topic |
instructional design digitally mediated learning distance learning remote learning e-learning virtual learning environment online communication online interaction online collaboration online assessment 370 - Erziehung Schul- und Bildungswesen 004 - Computer Wissenschaften Internet |
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instructional design digitally mediated learning distance learning remote learning e-learning virtual learning environment online communication online interaction online collaboration online assessment 370 - Erziehung Schul- und Bildungswesen 004 - Computer Wissenschaften Internet Nussli, Natalie Oh, Kevin Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| topic_facet |
instructional design digitally mediated learning distance learning remote learning e-learning virtual learning environment online communication online interaction online collaboration online assessment 370 - Erziehung Schul- und Bildungswesen 004 - Computer Wissenschaften Internet |
| description |
The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning. |
| author2 |
Inoue-Smith, Yukiko McVey, Troy |
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Other/Unknown Material |
| author |
Nussli, Natalie Oh, Kevin |
| author_facet |
Nussli, Natalie Oh, Kevin |
| author_sort |
Nussli, Natalie |
| title |
Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| title_short |
Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| title_full |
Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| title_fullStr |
Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| title_full_unstemmed |
Intentionality in blended learning design: Applying the principles of meaningful learning, u-Learning, UDL, and CRT |
| title_sort |
intentionality in blended learning design: applying the principles of meaningful learning, u-learning, udl, and crt |
| publisher |
IGI Global |
| publishDate |
2020 |
| url |
https://irf.fhnw.ch/handle/11654/31565 https://doi.org/10.4018/978-1-7998-4036-7.ch011 |
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DML |
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DML |
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Optimizing Higher Education Learning Through Activities and Assessments doi:10.4018/978-1-7998-4036-7.ch011 https://irf.fhnw.ch/handle/11654/31565 |
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https://doi.org/10.4018/978-1-7998-4036-7.ch011 |
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204 |
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231 |
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