Abstract
Higher education in academic fields is often quite disconnected from professional practice. Deeper learning approaches aim at closing the gap between the way that students learn and the affordances of complex problems in their environment. This chapter deconstructs the term deeper learning, identifying its focus on problems, on declarative knowledge, on scientific inquiry skills, on skills in self-regulation, and on skills in collaboration. Moreover, the role of digital technologies is discussed: how their progress lent them the potential to become “cognitive interfaces” mediating between individuals and their environment and how they can support deeper learning. Based on a distinction between information design and interaction design, six principles are derived that aim at the development of skills in scientific inquiry, self-regulation, and collaboration. Information design can support the development of scientific inquiry skills through the use of multiple external representations, the use of group awareness technologies, and the creation of cognitive conflict. In contrast, interaction design can support the development of self-regulation and collaboration skills through designing for intuitive interaction, designing for exploration, and designing for collaboration.
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This work was funded through the Leibniz ScienceCampus Tübingen “Informational Environments.”
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Buder, J., Hesse, F.W. (2016). Designing Digital Technologies for Deeper Learning. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_47-1
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DOI: https://doi.org/10.1007/978-3-319-17727-4_47-1
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