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The Teacher as Information Designer: Blending with Confidence

The Teacher as Information Designer: Blending with Confidence

Rune Pettersson, Maria D. Avgerinou
Copyright: © 2016 |Pages: 19
ISBN13: 9781522502678|ISBN10: 152250267X|EISBN13: 9781522502685
DOI: 10.4018/978-1-5225-0267-8.ch006
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MLA

Pettersson, Rune, and Maria D. Avgerinou. "The Teacher as Information Designer: Blending with Confidence." Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Stefanos P. Gialamas, IGI Global, 2016, pp. 69-87. https://doi.org/10.4018/978-1-5225-0267-8.ch006

APA

Pettersson, R. & Avgerinou, M. D. (2016). The Teacher as Information Designer: Blending with Confidence. In M. Avgerinou & S. Gialamas (Eds.), Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model (pp. 69-87). IGI Global. https://doi.org/10.4018/978-1-5225-0267-8.ch006

Chicago

Pettersson, Rune, and Maria D. Avgerinou. "The Teacher as Information Designer: Blending with Confidence." In Revolutionizing K-12 Blended Learning through the i²Flex Classroom Model, edited by Maria D. Avgerinou and Stefanos P. Gialamas, 69-87. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0267-8.ch006

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Abstract

It is not possible to develop firm design rules advising teachers and designers on exactly how to best design entire courses, course activities, and different kinds of instruction sets and experiences. However, based on existing research from various disciplines (Cognitive Psychology, Information Design, Instructional Design, Multimedia Design) it is possible to formulate principles and develop guidelines and recommendations for the design of effective and efficient courses, course activities and instruction sets that facilitate, enhance and extend good teaching, and are also highly conducive to student learning. In this chapter, we focus on teachers in their role as information designers in print, and digital environments. With the 21st Century classroom in mind, guidelines based on information, and multimedia research design assist the teacher-designer to confidently blend content, modalities, and media, and design information and instruction sets that are well suited for the intended receivers thus optimizing their potential for learning.

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