Capturing teachers' experience of learning design through case studies
Masterman, Elizabeth, Jameson, Jill and Walker, Simon (2009) Capturing teachers' experience of learning design through case studies. Distance Education, 30 (2). pp. 223-238. ISSN 0158-7919 (Print), 1475-0198 (Online) (doi:10.1080/01587910903023207)Full text not available from this repository.
This article distinguishes three dimensions to learning design: a technological infrastructure, a conceptual framework for practice that focuses on the creation of structured sequences of learning activities, and a way to represent and share practice through the use of mediating artefacts. Focusing initially on the second of these dimensions, the article reports the key findings from an exploratory study, eLIDA CAMEL. This project examined a hitherto under-researched aspect of learning design: what teachers who are new to the domain perceive to be its value as a framework for practice in the design of both flexible and classroom-based learning. Data collection comprised 13 case studies constructed from participants' self-reports. These suggest that providing students with a structured sequence of learning activities was the major value to teachers. The article additionally discusses the potential of such case studies to function as mediating artefacts for practitioners who are considering experimenting with learning design.
|Additional Information:|| Published in Distance Education, Volume 30, Issue 2, 2009 - Special Issue: Learning Design.|
|Uncontrolled Keywords:||Learning design; case studies; pedagogic practice; mediating artefacts; LAMS; Moodle|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Faculty / Department / Research Groups:||Faculty of Education & Health
Faculty of Education & Health > Centre for Leadership & Enterprise
Faculty of Education & Health > Education Research Group
Faculty of Education & Health > Department of Secondary, LLTE & PE & Sport
|Last Modified:||14 Oct 2016 09:05|
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