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    Capturing teachers’ experience of learning design through case studies

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    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.

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    Description

    Title : Capturing teachers’ experience of learning design through case studies
    Author(s) : Elizabeth Masterman, Jill Jameson, Simon Walker
    Abstract : 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.
    Keywords : lb2300 higher education

    Subject : unspecified
    Area : Other
    Language : English
    Year : 2009

    Affiliations University of Greenwich
    Journal : Distance Education
    Volume : 30
    Issue : 2
    Publisher : Taylor & Francis
    Pages : 223 - 238
    Url : http://www.tandfonline.com/doi/abs/10.1080/01587910903023207
    Doi : 10.1080/01587910903023207

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