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Double Diamond is the name of a design process model popularized by the British Design Council in 2005. [1] The process was adapted from the divergence-convergence model proposed in 1996 by Hungarian-American linguist Béla H. Bánáthy. [2] [3] The two diamonds represent a process of exploring an issue more widely or deeply (divergent thinking ...
The authors wanted to design a model which explained each component of the teaching and learning process while at the same time examining the relationship between the media and instruction. The model consists of ten elements and was constructed for teachers who both design and deliver instruction. [ 2 ]
But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (e.g., a course, a lesson or any other designed learning event)". [22] As summarized by Britain, [23] learning design may be associated with:
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Demonstrating, which is also called the coaching style or the Lecture-cum-Demonstration method, [11] is the process of teaching through examples or experiments. [12] The framework mixes the instructional strategies of information imparting and showing how. [11] For example, a science teacher may teach
The research-based design process is a research process proposed by Teemu Leinonen, [1] [2] inspired by several design theories. [ 3 ] [ 4 ] [ 5 ] It is strongly oriented towards the building of prototypes and it emphasizes creative solutions, exploration of various ideas and design concepts, continuous testing and redesign of the design solutions.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning.