Education Commons^™

The Space For Social Media In Structured Online Learning, Gilly Salmon, Bella Ross, Ekaterina Pechenkina, Anne-Marie Chase

Dr Anne-Marie Chase

Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills

Sandra Wills

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 Designs: Bridging The Gap Between Theory And Practice, S. Bennett, S. Agostinho, Lori Lockyer, Lisa Kosta, J. Jones, R. Koper, Barry Harper

Professor Lori Lockyer

This paper summarises the work being conducted in an ongoing research agenda focused on exploring how the ‘learning design’ construct can be used to support university educators to create both pedagogically sound and interoperable e-learning experiences. The premise of this work is that a learning design can be used to support the pedagogical design process and the integration of international e-learning standards, such as learning object metadata and IMS-LD, enabling resources and tools to be technically interoperable across different standards-compliant systems. The paper presents the rationale guiding this research focus, describes the features of the research that is underway, and …

Learning Design At The University Of Wollongong, S. R. Lambert

Sarah Lambert

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 …

1st, 2nd And 3rd Generation Implementations Of An Elearning Deign: Re-Use From Postgraduate Law To Block/Online Engineering Course, S. R. Lambert, C. J. Brewer

Sarah Lambert

In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format, using a block/online approach. The program used an authentic workplace-simulated model that took advantage of emerging technologies to enable effective online teaching and learning. This learning design was reused to redesign two subjects within the Postgraduate Engineering Management course. To monitor the effectiveness of this approach …