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dc.contributor.authorCameron, Leanne
dc.date.accessioned2019-10-28T00:41:34Z
dc.date.available2019-10-28T00:41:34Z
dc.date.created2018-09-04 23:27
dc.date.issued2009-01-01
dc.identifieroai:epubs.scu.edu.au:educ_pubs-2910
dc.identifierhttps://epubs.scu.edu.au/educ_pubs/1896
dc.identifier.urihttp://hdl.handle.net/20.500.12424/2343914
dc.description.abstractThe 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.
dc.publisherePublications@SCU
dc.sourceSchool of Education
dc.subjectEducation
dc.titleHow learning design can illuminate teaching practice
dc.typeunpublished_paper
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:14952355
ge.identifier.permalinkhttps://www.globethics.net/gel/14952355
ge.lastmodificationdate2018-09-04 23:27
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149801
ge.oai.repositoryid959
ge.oai.setnameSchool of Education
ge.oai.setspecpublication:educ_pubs
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttps://epubs.scu.edu.au/educ_pubs/1896


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