Chapter 4- Advancing an Approach of Resilient Design for Learning by Designing for Extensibility, Flexibility, and Redundancy

Authors

Rebecca M. Quintana, University of MichiganFollow
Jacob Fortman, University of MichiganFollow
James DeVaney, University of MichiganFollow

Document Type

Chapter

Editor

Travis N. Thurston, Kacy Lundstrom, and Christopher González

Publisher

Utah State University

Publication Date

6-7-2021

First Page

77

Last Page

92

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The impact of the COVID-19 crisis on educational systems requires actors across those systems to develop adaptive capacity and embed resilient thinking into approaches and frameworks for decision-making and design (DeVaney & Quintana, 2020). Events surrounding the COVID-19 crisis have set off a period of rapid adaptation across the higher-education ecosystem and have necessitated that educators consider new pedagogical approaches and frameworks that are responsive to the changes we are witnessing in our contexts of teaching and learning (Chraa et al., 2020; Donovan, 2020; Moorhouse, 2020; Quintana & Quintana, 2020; Zhu & Liu, 2020).

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Recommended Citation

Quintana, R. M., Fortman J., & DeVaney, J. (2021). Advancing an approach for resilient design for learning by designing for extensibility, flexibility, and redundancy. In Thurston, T. N., Lundstrom, K., & González, C. (Eds.), Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 77-92). Utah State University. https://doi.org/10.26079/a516-fb24.