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Learning design – making practice explicit

Conole, Grainne (2010). Learning design – making practice explicit. In: ConnectEd Design Conference, 28 June - 2 July 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 Item
Copyright Holders: 2010 The Author
Extra Information: This paper accompanies the keynote presentation given by the author at the conference.
Keywords: learning design; teaching practice; new methodologies for design
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 22890
Depositing User: Grainne Conole
Date Deposited: 02 Sep 2010 12:48
Last Modified: 03 Aug 2016 03:40
URI: http://oro.open.ac.uk/id/eprint/22890
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