Investigating Prospective Teachers as Learning Design Authors

Kearney, MD; Young, KA; Prescott, AE

Investigating Prospective Teachers as Learning Design Authors

Kearney, MD

Young, KA

Prescott, AE

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Publisher:: IGI Global
Publication Type:: Chapter
Citation:: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, 2009, 1, pp. 263 - 281
Issue Date:: 2009-01

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Field	Value	Language
dc.contributor.author	Kearney, MD https://orcid.org/0000-0002-6396-0418	en_US
dc.contributor.author	Young, KA https://orcid.org/0000-0002-6455-995X	en_US
dc.contributor.author	Prescott, AE https://orcid.org/0000-0001-7976-3438	en_US
dc.contributor.editor	Lockyer, L	en_US
dc.contributor.editor	Bennett, S	en_US
dc.contributor.editor	Agostinho, S	en_US
dc.contributor.editor	Harper, B	en_US
dc.contributor.editor	Wollongong, UO	en_US
dc.contributor.editor	Australia	en_US
dc.date.issued	2009-01	en_US
dc.identifier.citation	Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, 2009, 1, pp. 263 - 281	en_US
dc.identifier.isbn	978-1-59904-861-1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/7937
dc.description.abstract	This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible `test-bed for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presente	en_US
dc.publisher	IGI Global	en_US
dc.relation.ispartof	Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies	en_US
dc.relation.isbasedon	10.4018/978-1-59904-861-1.ch012	en_US
dc.title	Investigating Prospective Teachers as Learning Design Authors	en_US
dc.type	Chapter
utslib.location	Hershey, USA	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Hershey, USA	en_US

Abstract:

This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible `test-bed for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presente

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http://hdl.handle.net/10453/7937