Integrating Learning Design, Interactivity, and Technology
Daniel Churchill, University of Hong Kong ; Mark King, Beverley Webster, University of Melbourne ; Bob Fox, University of New South Wales
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-1-74138-403-1 Publisher: Australasian Society for Computers in Learning in Tertiary Education
Student engagement has long been recognized as a serious challenge to learning and teaching in higher education. While increasing and innovative use of interactive digital technologies has been a hallmark of recent changes to higher education practice, the integration of traditional and innovative digital techniques in learning and teaching design and practice remains a crucial issue for university e ducators. There has been a tendency for new technologies to be added to existing curriculum design and learning and teaching practice in an ad hoc, isolated manner, rather than as part of an overarching learning design which incorporates both new technologies and traditional techniques and understanding of pedagogic principles and practice. Through the integration of the RASE (Resources/Activity/Support /Evaluation) pedagogic student-centred learning model, interactivity and applications of technology, this paper seeks to help teachers design more effective courses to enable students to acquire greater autonomy, and to cultivate dispositions to understand.
Churchill, D., King, M., Webster, B. & Fox, B. (2013). Integrating Learning Design, Interactivity, and Technology. In Proceedings of Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 139-143). Australasian Society for Computers in Learning in Tertiary Education.
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