Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

Preview

PDF (Scan of Chapter 4) 18068 WALKER_Learning_Design_in the_New_Digital_Age_2015.pdf - Published Version Download (829kB) | Preview

Abstract

Understanding the ways in which students and teachers interact with digital learning is a critical component of Learning Design. Students’ use of digital technologies is essential to their learning practice and institutions need to adapt to improve the learning environment and meet students’ increasing expectations. In this paper, the authors explore the implications of quantifying critical digital literacy within Learning Design and the impact on practitioners, their students and the institution. A model of Digital Literacy Learning Design (DLLD) is presented and contextualised within current Learning Design theory, aligned to the core elements of representation, sharing and guidance contained within the ‘Larnaca Declaration’. Practical knowledge of this interplay places Learning Design firmly in a digital context and identifies new opportunities and risks associated with current naive practice. Finally, this paper provides readers with a series of practical suggestions for deploying this model in their own institutions to ensure the alignment of Learning Design to digital practice and, potentially, to improve staff and student performance.

Item Type:	Book Section
Additional Information:	Chapter 4.
Uncontrolled Keywords:	Learning Design; Digital learning; educational theory
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Educational Development Unit Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified:	05 Jul 2018 09:38
URI:	http://gala.gre.ac.uk/id/eprint/18068

Actions (login required)

View Item

Downloads