Representing Learning Designs--Making Design Explicit and Shareable
ARTICLE
Grainne Conole, Sandra Wills
Educational Media International Volume 50, Number 1, ISSN 0952-3987
Abstract
Most teachers' design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers' design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems Committee (JISC)-funded OULDI project, the European Union (EU)-funded Design Practice project and the Hewlett-funded OLnet project. It will also report on their use in a number of workshops being undertaken at Leicester University, UK and Wollongong University, Australia. (Contains 1 table, 3 figures and 20 notes.)
Citation
Conole, G. & Wills, S. (2013). Representing Learning Designs--Making Design Explicit and Shareable. Educational Media International, 50(1), 24-38. Retrieved August 10, 2024 from https://www.learntechlib.org/p/132444/.
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
Use of design patterns in redesigning a blended learning course
Elias Oupa Mashile, University of South Africa, South Africa
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1555–1562
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.