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Representing learning designs – making design explicit and shareable

Authors: Conole, Grainne; Wills, Sandra
Publication Type: Article
Publication Year: 2013

Abstract
Most teachers’ design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers’ design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems Committee (JISC)-funded OULDI project, the European Union (EU)-funded Design Practice project and the Hewlett-funded OLnet project. It will also report on their use in a number of workshops being under-taken at Leicester University, UK and Wollongong University, Australia.

 

URL: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1407&context=asdpapers

APA Reference: Conole, G., & Wills, S. (2013). Representing learning designs–making design explicit and shareable. Educational Media International, 2013.

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Learning design and transdisciplinary pedagogical templates (TPTs)

Authors: Dobozy,Eva; Dalziel, James; Dalziel, Bronwen
Publication Type: Article
Publication Year: 2013

Abstract
In a move to professionalise the future workforce, paradigmatic changes are required to the way in which university education is conducted. The greater adoption of Learning Design principles and the successful dissemination of knowledge-centric transdisciplinary pedagogical templates (TPTs) for use in various contexts may provide a possible way forward. This chapter explores the implementation of Learning Design principles through the development of knowledge-centric TPTs and gauges initial practitioner reactions. The benefits of knowledge-centric TPTs for the renewal of university education are discussed and some obstacles in pilot implementations of scenario-based designs in medical and teacher education are explored.

 

URL: http://www.amazon.ca/Learning-Higher-Education-Contemporary-Standpoints/dp/1907471707

APA Reference: Dobozy, E., Dalziel, J., & Dalziel, B. (2013). Learning design and transdisciplinary pedagogical templates (TPTs). In C. Nygaard, J. Branch & C. Holtham (Eds.), Learning in university education – Contemporary standpoints (pp. 59-76). Farington, UK: Libri Publishing.

Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation

Authors: Bower, Matt; Highfield, Kate; Furney, Pam; Mowbray, Lee
Publication Type: Article
Publication Year: 2013

Abstract:
This paper explains a development and evaluation project aimed at transforming two pre-service teacher education programmes at Macquarie University to more effectively cultivate students’ technology-enabled learning design thinking. The process of transformation was based upon an explicit and sustained focus on developing university academics’ Information and Communication Technology (ICT) capabilities so that they could successfully integrate technology throughout their pre-service teacher education programme subjects and model the approaches they were aiming to foster in their students. The initiative involved appointing ICT Pedagogy Officers to work directly with academic staff, funded as part of the Australian Teaching Teachers for the Future Project. Key findings include the sustained effort that is required in order to engender change, and the primary importance of relationship building in successful ICT education development

URL: Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation (Taylor & Francis Group)

APA Reference: Bower, M., Highfield, K., Furney, P., & Mowbray, L. (2013). Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation. Educational Media International, (ahead-of-print), 1-12.

Knowledge behaviour and social adoption of innovation

Author: Badilescu-Buga, Emil
Publication Type: Article
Publication Year: 2013

Abstract:
A key element in the adoption of innovation is addressing the knowledge gap caused by its introduction in practice. This study examines the context in which information is searched, found and retrieved, reviewing previous related research work, especially in the area of cognitive information retrieval. As result of an extensive review of research literature on the adoption of online learning design systems in education and on information behaviour, the study proposes a social adoption of innovation model, which includes information systems and social networks, and features innovators and adopters of innovation that influence each other and participate simultaneously in the process of knowledge generation. The study also proposes two symbolic equations for general knowledge behaviour and general information seeking skills that reflect the contribution of multiple sources of information and the type of skills that are needed as part of the overall knowledge behaviour.

URLKnowledge behaviour and social adoption of innovation (Science Direct)

APA Reference: Badilescu-Buga, E. (2013). Knowledge behaviour and social adoption of innovation. Information Processing & Management, 49(4), 902-911.

Informing Pedagogical Action: Aligning Learning Analytics With Learning Design

Authors: Lockyer, Lori; Heathcote, Elizabeth; Dawson, Shane

Publication Type: Article

Publication Year: 2013

Abstract

This article considers the developing field of learning analytics and argues that to move from small-scale practice to broad scale applicability, there is a need to establish a contextual framework that helps teachers interpret the information that analytics provides. The article presents learning design as a form of documentation of pedagogical intent that can provide the context for making sense of diverse sets of analytic data. We investigate one example of learning design to explore how broad categories of analytics—which we call checkpoint and process analytics—can inform the interpretation of outcomes from a learning design and facilitate pedagogical action.

URLInforming Pedagogical Action: Aligning Learning Analytics With Learning Design (American Behavioural Scientist)

APA Reference: Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing Pedagogical Action: Aligning Learning Analytics With Learning Design. American Behavioral Scientist.

Learning Design Research: Advancing Pedagogies in the Digital Age

Authors: Dobozy, Eva

Publication Type: Article

Publication Year: 2013

Abstract

Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR.

URL: Learning design research: advancing pedagogies in the digital age

APA Reference: Dobozy, E. (2013). Learning design research: advancing pedagogies in the digital age. Educational Media International,  1-14.

An Ontology-based Referencing of Actors, Operations and Resources in eLearning Systems

Authors: Paquette, Gilbert; Rosca, Ioan
Publication Type: Conference Paper
Publication Year: 2004
Timeline Relationship: Tools
This article contains references to IMS LD, EML and MOT+

Abstract:
We explore some of the multiple relationships between two very active  research fields in eLearning and Knowledge Management research: educational  modelling languages and ontologies. Our previous research projects in the last 10  years have shown the central importance of the association between the learning  activities and the knowledge and skills that they target. Studies on this  relationship have led to the concept, we will present here, of a semantically  referenced educational function grouping actors, operations and resources or  learning objects. The referencing method proposed here is both qualitative  (structured by an ontology) and quantitative, using a bi-dimensional  skill/performance metric to situate the mastery level of knowledge associated to an actor, an operation or a resource in a multi-actor learning scenario.

URL: An Ontology-based Referencing of Actors, Operations and Resources in eLearning Systems

APA Reference:  Paquette, G., & Rosca, I. (2004). An ontology-based referencing of actors, operations and resources in eLearning systems. In 2nd International Workshop on Applications of Semantic Web Technologies for E-Learning (SW-EL).