Applying a Learning Design to the Design of a University Unit: A Single Case Study

Jones, J; Bennett, S; Lockyer, L

Applying a Learning Design to the Design of a University Unit: A Single Case Study

Jones, J Bennett, S Lockyer, L

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Publisher:: AACE
Publication Type:: Conference Proceeding
Citation:: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011, 2011, pp. 3340 - 3349
Issue Date:: 2011

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Field	Value	Language
dc.contributor.author	Jones, J	en_US
dc.contributor.author	Bennett, S	en_US
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.contributor.editor	Bastiaens, T	en_US
dc.contributor.editor	Ebner, M	en_US
dc.date	2011-06-27	en_US
dc.date.issued	2011	en_US
dc.identifier.citation	Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011, 2011, pp. 3340 - 3349	en_US
dc.identifier.uri	http://hdl.handle.net/10453/120676
dc.description.abstract	Learning designs have been proposed as a possible support to lecturers’ unit design processes. The collection of exemplary learning designs, development of tools and design languages have been the focus of the majority of activity to date. Research has only begun to explore how documented learning designs can be reused to support lecturers’ design thinking and processes. Using a case study approach to gain understandings of these processes, the study reported in this paper followed the design, implementation and reflection phases of a unit designed with the support of a learning design. Findings indicate that the process of applying a learning design helped organize and deepen thinking about pedagogical connections within the unit; however, for an experienced technology user implementing a new unit, the learning design was reported to have minimal affect on the lecturer’s use and integration of technology.	en_US
dc.publisher	AACE	en_US
dc.relation.ispartof	Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011	en_US
dc.relation.ispartof	EdMedia: World Conference on Educational Media and Technology	en_US
dc.title	Applying a Learning Design to the Design of a University Unit: A Single Case Study	en_US
dc.type	Conference Proceeding
utslib.location	Chesapeake, VA	en_US
utslib.location.activity	Lisbon, Portugal	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2011-07-01	en_US
pubs.place-of-publication	Chesapeake, VA	en_US
pubs.start-date	2011-06-27	en_US

Abstract:

Learning designs have been proposed as a possible support to lecturers’ unit design processes. The collection of exemplary learning designs, development of tools and design languages have been the focus of the majority of activity to date. Research has only begun to explore how documented learning designs can be reused to support lecturers’ design thinking and processes. Using a case study approach to gain understandings of these processes, the study reported in this paper followed the design, implementation and reflection phases of a unit designed with the support of a learning design. Findings indicate that the process of applying a learning design helped organize and deepen thinking about pedagogical connections within the unit; however, for an experienced technology user implementing a new unit, the learning design was reported to have minimal affect on the lecturer’s use and integration of technology.

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http://hdl.handle.net/10453/120676