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Learning Designs (learning + design)

Distribution by Scientific Domains
Education100%

Selected Abstracts

Learning Design and Learning Objects , Edited by Lori Lockyer

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2009
Dr Alejandro Armellini
No abstract is available for this article. [source]

Designing for inquiry-based learning with the Learning Activity Management System

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2009
P. Levy
Abstract This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry-based learning pedagogy and in their approaches to inquiry-based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher-led conceptions of, and approaches to, inquiry-based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry-based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities. [source]

Semantic learning designs: recording assumptions and guidelines

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 3 2006
Miguel-Angel Sicilia
Recent developments in the standardisation of learning technology have resulted in models of learning activities and resources including descriptive metadata and definitions of conditional flows for multirole activities. Nonetheless, such learning designs are actually representations of the results of the design process and do not provide information about the rationale of the design, ie, about the theoretical standpoints, assumptions or guidelines applied to come up with the concrete arrangement of activities. These latter elements are critical not only for informative reasons, but as a medium towards the end of connecting theories and hypotheses to actual practice and analysing the resulting empirical data as a form of inquiry on the validity of theoretical assumptions. This paper delineates the main aspects of a schema for the recording of such design rationales using an ontological approach. The method for the engineering of the schema was based on connecting the definitions provided with an existing large ontological base, thus reusing a large amount of common sense knowledge. Two paradigmatic example positions of the range of aspects that could be covered by the representation language are described as an illustration. The resulting ontological definitions can be used as a foundation for the refinement of theoretical positions and for their comparative assessment. [source]