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Learning Design refers to research and development work that equips teachers with tools and strategies to aid their design thinking and this book presents current thinking on the subject and its future direction.
This book was originally published as a special issue of
Learning, Media and Technology
List of contents
Introduction: The future of learning design 1. Representing practice: practice models, patterns, bundles... 2. Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces 3. Understanding the design context for Australian university teachers: implications for the future of learning design 4. A learning design for student-generated digital storytelling 5. Applying learning design to work-based learning
About the author
Shirley Agostinho is a Senior Lecturer in Educational Technology in the Faculty of Education at the University of Wollongong, Australia. Her research interest in learning design began more than ten years ago when she was project manager for one of the first large scale Australian higher education projects that developed innovative reusable learning designs. She has completed a Post-Doctoral Fellow that examines how learning objects can be integrated with learning designs when developing online learning environments and has worked on a number of projects investigating how the learning design concept can be used to support teachers with their design thinking.
Sue Bennett is an Associate Professor in the University of Wollongong's Faculty of Education, Australia. Her work investigates how people engage with technology in their everyday lives and in educational settings. Her aim is to develop a more holistic understanding of people's technology practices to inform research, practice and policy. She has been researching design thinking and learning design since 1999.
Lori Lockyer is the Vincent Fairfax Family Foundation Chair in Teacher Education and Head of School of Education at Macquarie University in Sydney, Australia. Lori's research focuses on the how technologies facilitate teaching and learning in K-12, higher and professional education. For over 10 years she has been involved in a number of projects that investigate the development, use and issues associated with learning design.
Barry Harper is Emeritus Professor of Education at the University of Wollongong, Australia. He has extensive experience in the design, development, implementation and evaluation of technology-mediated and online learning materials. His research focuses on the design, development, implementation, theory and evaluation of technology supported learning environments with a recent emphasis on learning design.
Summary
Learning Design refers to research and development work that equips teachers with tools and strategies to aid their design thinking and this book presents current thinking on the subject and its future direction. This book was originally published as a special issue of Learning, Media and Technology
