How learning design can illuminate teaching practice
L. Cameron. The Future of Learning Design Conference, (2010)
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.
%0 Conference Paper
%1 cameron2010learning
%A Cameron, Leanne
%B The Future of Learning Design Conference
%D 2010
%K IMS-LD LAMS asld-intro design education ld-grid ldg learning
%T How learning design can illuminate teaching practice
%U http://ro.uow.edu.au/fld/09/Program/3/
%X 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.
@inproceedings{cameron2010learning,
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.},
added-at = {2012-01-09T13:02:00.000+0100},
author = {Cameron, Leanne},
biburl = {https://www.bibsonomy.org/bibtex/2a92c6150c822a4551cbfa5f7847d4c5a/yish},
booktitle = {The Future of Learning Design Conference},
interhash = {6798277d8057b4ba5754fdc68f919a08},
intrahash = {a92c6150c822a4551cbfa5f7847d4c5a},
keywords = {IMS-LD LAMS asld-intro design education ld-grid ldg learning},
timestamp = {2014-05-12T13:48:10.000+0200},
title = {How learning design can illuminate teaching practice},
url = {http://ro.uow.edu.au/fld/09/Program/3/},
year = 2010
}