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How learning design can illuminate teaching practice
Cameron, Leanne
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.
Keywords
Date
2009
Type
Conference item
Journal
Proceedings of The Future of Learning Design Conference 2009
Book
Volume
Issue
Page Range
20-27
Article Number
ACU Department
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Open Access Status
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Controlled