Cross, Simon; Conole, Grainne; Clark, Paul; Brasher, Andrew and Weller, Martin
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The object of this paper is to present some early analysis of interview and focus group data about how existing teacher educators at The Open University (UK) approach, understand, and deploy learning design and the additional support and tools they would find helpful. This represents a component of a broader institutional project that seeks to develop a learning design tool for the support and promotion of learning design and to better define the current landscape of learning design across the university by charting existing experience and methodology.
This study is interested in design as both an individual and collective process; thereby reflecting the need to move forward the definition of the learning design challenges faced by both individuals and organisations. Such work holds interest for all developers and users of learning design tools, whatever the design interface used.
Twelve semi-structured interviews and four focus groups/workshops were conducted with University staff. The views expressed in the interviews reveal 'learning design' as a term with multiple, complex and sometimes competing roles and meanings. This paper will examine evidence for these conceptions and operations through a discussion of some issues emerging from the interviews.
|Item Type:||Conference Item|
|Copyright Holders:||LAMS Foundation|
|Keywords:||learning design; representation; barriers; design process|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Learning Teaching and Innovation (LTI) > Learning & Teaching Development
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Simon Cross|
|Date Deposited:||14 Oct 2009 13:55|
|Last Modified:||15 Feb 2017 05:29|
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