Welcome to the InfoSci Platform
Reference Hub2
From Instructional Design to Setting up Pedagogical Infrastructures: Designing Technology-Enhanced Knowledge Creation

From Instructional Design to Setting up Pedagogical Infrastructures: Designing Technology-Enhanced Knowledge Creation

Minna Lakkala, Liisa Ilomäki, Kari Kosonen
Copyright: © 2010 |Pages: 17
ISBN13: 9781615209378|ISBN10: 1615209379|ISBN13 Softcover: 9781616923389|EISBN13: 9781615209385
DOI: 10.4018/978-1-61520-937-8.ch008
Cite Chapter Cite Chapter

MLA

Lakkala, Minna, et al. "From Instructional Design to Setting up Pedagogical Infrastructures: Designing Technology-Enhanced Knowledge Creation." Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning, edited by Bernhard Ertl, IGI Global, 2010, pp. 169-185. https://doi.org/10.4018/978-1-61520-937-8.ch008

APA

Lakkala, M., Ilomäki, L., & Kosonen, K. (2010). From Instructional Design to Setting up Pedagogical Infrastructures: Designing Technology-Enhanced Knowledge Creation. In B. Ertl (Ed.), Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning (pp. 169-185). IGI Global. https://doi.org/10.4018/978-1-61520-937-8.ch008

Chicago

Lakkala, Minna, Liisa Ilomäki, and Kari Kosonen. "From Instructional Design to Setting up Pedagogical Infrastructures: Designing Technology-Enhanced Knowledge Creation." In Technologies and Practices for Constructing Knowledge in Online Environments: Advancements in Learning, edited by Bernhard Ertl, 169-185. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-937-8.ch008

Export Reference

Mendeley
Favorite

Abstract

Changes in society and working life have led educationists to propose that educational practices should pay special attention to advancing skills for knowledge creation, collaboration, and expert-like working with knowledge supported by modern technology. Classic models of instructional design mainly concentrate on individual content learning and are based on the strict pre-structuring of activities. The pedagogical design of collaborative knowledge construction is more indirect, focusing on establishing the underlying conditions in the learning environment to enhance desired practices. This creates new challenges for pedagogical design. Building on such views, a pedagogical infrastructure framework, including technical, social, epistemological, and cognitive components, is introduced as a conceptual tool to be used in evaluating the implementations of technology-enhanced collaborative knowledge practices in education. Three course examples are described using the introduced framework to demonstrate its applicability for examining pedagogical designs.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.