Learning design – Making practice explicit

Conole, Grainne (2010). Learning design – Making practice explicit. In: ConnectEd 2010: 2nd International conference on Design Education, 28 Jun - 1 Jul 2010, Sydney, Australia.

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Abstract

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design.

Item Type:	Conference or Workshop Item
Copyright Holders:	2010 The Author
Keywords:	learning design; methodology; design practice; cloudworks; compenidumLD; course business models;
Academic Unit/School:	Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI)
Research Group:	Centre for Research in Education and Educational Technology (CREET)
Related URLs:	http://www.connected2010.com.au/(Other)
Item ID:	21864
Depositing User:	Grainne Conole
Date Deposited:	12 Jul 2010 15:37
Last Modified:	09 Dec 2018 08:00
URI:	http://oro.open.ac.uk/id/eprint/21864
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