Abstract
This chapter describes research and field experiences related to the Learning by Design framework in the Italian educational context, crossing formal (school and university) and informal (out-of-school) settings. In the last five years the Educational Research and Interaction Design (ERID) Lab team of the University of Foggia adopted the Learning by Design model for instructional design activities in school settings and within informal contexts, also using the framework as a design tool. An overview of the framework adoption is outlined in the following pages, describing the Learning by Design application for instructional design planning, for collecting users’ suggestions and developing co-designed activities. The paper represents a global reflection on the importance of the design process in which the learning paths and materials are co-constructed with the stakeholders. Ideally, this process should be iterative and pervasive throughout the learning experience, crossing the space and time of school and out-of-school contexts.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Amos, R. & Reiss, M. (2006). What contribution can residential field courses make to the education of 11–14 year-olds? School Science Review, 88(322), 37–44.
Barbieri, E. (2011). Continuità e discontinuità tra libro cartaceo e libro elettronico. Nuova informazione bibliografica, 1, 155–166.
Bearne, E. (2005). Multimodal texts: What they are and how children use them. In J. Evans (Ed.), Literacy Moves on: Popular Culture, New Technologies, and Critical Literacy in the Elementary Classroom (pp. 13–29). Portsmouth, NH: Heinemann.
Biggs, J. (2003). Teaching for Quality Learning at University (2nd ed.). Buckingham, UK: The Society for Research into Higher Education and Open University Press.
Black, P. & Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: King’s College School of Education.
Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: the contribution of out-of-school learning. International Journal of Science Education, 28, 1373–1388.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M.Y., Sanders, D. & Benefield, P. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87(320), 107.
Druin, A. (Ed.) (1999). The Design of Children’s Technology. San Francisco: Kaufmann.
Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology—BIT, 21(1), 1–25.
Eisenstein, E. (2005). The Printing Revolution in Early Modern Europe (2nd ed.). Cambridge: Cambridge University Press.
Gaver, B., Dunne, T. & Pacenti, E. (1999). Design: Cultural probes. Interactions, 6(1), 21–29.
Jenkins, H. (2003). Transmedia storytelling. Moving characters from books to films to video games can make them stronger and more compelling. Technology Review.
Kalantzis, M. & Cope, B. (2005). Learning by Design. Altona, Victoria, Australia: Common Ground.
Kalantzis, M. & Cope, B. (2010). The Teacher as Designer: Pedagogy in the New Media Age. E-Learning and Digital Media, 7(3), 200–222.
Kalantzis, M. & Cope, B. (2012), New Learning: Elements of a Science of Education (2nd ed.). Cambridge: Cambridge University Press.
Kress, G. (2010). Multimodality. A Social Semiotic Approach to Contemporary Communication. London: Routledge.
Kress, G. (2003). Literacy in the New Media Age. London: Routledge.
Laurillard, D.M. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. New York: Routledge.
Limone, P. & Pace, R. (2011). Reconsidering teaching in the digital learning environments. The Media Evo project: A transmedia environment for learning medieval history. In J. Milat (Ed.), Digital Technologies and New Forms of Learning (pp. 215–223). Split: Faculty of Philosophy, University of Split.
Limone, P. (2012a). Ambienti di apprendimento e progettazione didattica. Proposte per un sistema educativo transmediale. Roma: Carocci.
Limone, P. (2012b). Oltre l’aula: le risorse per la didattica, tra industria e autopro-duzione. In P. Limone (Ed.), Media, tecnologie e scuola. Per una cittadinanza digitale (pp. 94–110). Bari: Progedit.
Nesset, V. & Large, A. (2004). Children in the information technology design process. A review of theories and their applications. Library & Information Science Research, 26, 140–161.
Neville, M. (2008). Teaching Multimodal Literacy Using the Learning by Design Approach to Pedagogy. Case Studies from Selected Queensland Schools. Melbourne, Victoria, Australia: Common Ground.
Pace, R. (2011). Learning history writing and reading a story. Multimodal texts as a teaching tool. In P. Limone, & E. Nardi (Eds.), Oralité(s) et écriture(s), Cahiers de l’EDI—3 (pp. 65–78). Roma: Edizioni Nuova Cultura.
Pace R., Dipace A., di Matteo A. & Contò F. (2014). On-site and online learning paths for an educational farm. Pedagogical perspectives for knowledge and social development. REM Research on Education and Media, IV(1), 39–56.
Pace, R. & Limone, P. (2009). Cultural probes. A tool for participatory design of mobile learning in a museum. In L. Gómez Chova, D. Martí Belenguer & I. Candel Torres (Eds.), EDULEARN09 Proceedings. International Conference on Education and New Learning Technologies (pp. 108–118). Valencia: IATED.
Pace, R. & Limone, P. (2011). Il museo dentro un I-Phone. Un’esperienza didattica di Learning by Design. In A. Nuzzaci (Ed.), Patrimoni culturali, educazioni, territori: verso una idea di multiliteracy. Lecce: Pensa Multi Media.
Rivoltella, P.C. (2013). Fare didattica con gli EAS. Episodi di Apprendimento Situato. Brescia: La Scuola.
Rodríguez Illera, J.L. (2012). Integrare la narrazione transmediale nel setting educativo. In P. Limone (Ed.), Educazione, scuole e musei. Un progetto collaborativo di innovazione didattica (pp. 86–102). Roma: Carocci.
Sanders, E.B.-N. (2002). From user-centered to participatory design approaches. In J. Frascara (Ed.), Design and the Social Sciences. Making connections (pp. 1–9). London: Taylor & Francis Books Limited.
Yelland, N., Cope, B. & Kalantzis, M. (2008). Learning by Design: creating pedagogical frameworks for knowledge building in the twenty-first century. Asia-Pacific Journal of Teacher Education, 36(3), 197–213.
Editor information
Editors and Affiliations
Copyright information
© 2015 Pierpaolo Limone and Rosaria Pace
About this chapter
Cite this chapter
Limone, P., Pace, R. (2015). The Learning by Design Framework in School and Out-of-School Contexts: Research Experiences and Perspectives. In: Cope, B., Kalantzis, M. (eds) A Pedagogy of Multiliteracies. Palgrave Macmillan, London. https://doi.org/10.1057/9781137539724_9
Download citation
DOI: https://doi.org/10.1057/9781137539724_9
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-55253-5
Online ISBN: 978-1-137-53972-4
eBook Packages: Palgrave Social Sciences CollectionSocial Sciences (R0)