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.
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© 2015 Pierpaolo Limone and Rosaria Pace
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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
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DOI: https://doi.org/10.1057/9781137539724_9
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