How learning design can illuminate teaching practice
Conference item
Cameron, Leanne. (2009). How learning design can illuminate teaching practice. The Future of Learning Design Conference 2009. Australia: University of Wollongong Press. pp. 20 - 27
Authors | Cameron, Leanne |
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Abstract | The field of learning design holds the promise of providing teachers with a framework that will enable them to design high quality, effective and innovative learning experiences for their students. By creating the possibility of deconstructing their existing teaching strategies; aiding reflection on their own practice; documenting and scaffolding innovative learning activities; and sharing and reusing expert practice, learning design has the potential to improve the quality of teaching throughout the higher education sector. A key challenge for the future of Learning Design is to continue to bridge the gap between rich, descriptive models and technologies (such as IMS-LD), and the everyday practice and understanding of teachers. This paper highlights the distinctions between the central concepts, such as the differences between a formal learning design framework, the active teacher process of creating a learning design, and the requirements for creating, transmitting and adopting effective learning designs with an aim to improve student learning. |
Year | 2009 |
Journal | Proceedings of The Future of Learning Design Conference 2009 |
Publisher | University of Wollongong Press |
Publisher's version | File Access Level Controlled |
Page range | 20 - 27 |
Research Group | School of Education |
Place of publication | Australia |
https://acuresearchbank.acu.edu.au/item/862zy/how-learning-design-can-illuminate-teaching-practice
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