Conole, Grainne
(2010).
![[img]](http://oro.open.ac.uk/style/images/fileicons/application_pdf.png)
|
PDF (Accepted Manuscript)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (1MB) |
| URL: | http://cloudworks.ac.uk/cloud/view/4001 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
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 Teaching and Innovation (LTI) > Institute of Educational Technology (IET) Learning Teaching and Innovation (LTI) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Related URLs: | |
| Item ID: | 21864 |
| Depositing User: | Grainne Conole |
| Date Deposited: | 12 Jul 2010 15:37 |
| Last Modified: | 07 Feb 2017 17:55 |
| URI: | http://oro.open.ac.uk/id/eprint/21864 |
| Share this page: |     |
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.