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Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills
Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
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 …
Learning Design At The University Of Wollongong, S. R. Lambert
Learning Design At The University Of Wollongong, S. R. Lambert
Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers
This paper describes the work done by the author to develop and document a Learning Design process at CEDIR, a centrally funded and located educational development support unit at the University of Wollongong. CEDIR works with educational technology as an intrinsic part of educational design. The Learning Design unit was set up in January 2002 with the aim of ensuring sound pedagogical design of CEDIR educational products and to maximise staff development opportunities during their development The new service processes and tools developed to facilitate these aims have been further refined and evaluated in 2003. This paper reports on the …