Promoting institutional change: embedding learning design using LAMS in ESOL
Burns, Laura and Walker, Simon (2009) Promoting institutional change: embedding learning design using LAMS in ESOL. Teaching English with Technology, 9 (3). pp. 1-17. ISSN 1642-1027Full text not available from this repository.
The use of the Learning Activity Management System (LAMS) to support English to Speakers of Other Languages (ESOL) learners has been shown to enhance learning in a Further Education College in North West London, UK. In this paper the authors discuss the findings of a pilot project that explored its use with different groups of learners. They consider some of the pedagogical issues affecting the integration of learning design using LAMS in the curriculum
and its uptake by staff in the wider community. Cultural factors that contribute to the sharing of learning designs and, ultimately, the adoption of learning design by a community of practitioners are discussed and conclusions drawn about some ways to develop capacity.
|Additional Information:||Special Issue on LAMS and Learning Design, volume 2.|
|Uncontrolled Keywords:||learning design, ESOL, LAMS, Learning Activity Management System|
|Subjects:||L Education > LB Theory and practice of education|
L Education > LC Special aspects of education
|School / Department / Research Groups:||School of Education|
School of Education > Department of Professional Learning & Development
|Last Modified:||08 Nov 2010 14:34|
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