Investigating Prospective Teachers as Learning Design Authors

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dc.contributor.author Kearney, MD
dc.contributor.author Young, KA
dc.contributor.author Prescott, AE
dc.contributor.editor Lockyer, L
dc.contributor.editor Bennett, S
dc.contributor.editor Agostinho, S
dc.contributor.editor Harper, B
dc.contributor.editor Wollongong, UO
dc.contributor.editor Australia
dc.date.accessioned 2010-05-28T09:39:07Z
dc.date.issued 2009-01
dc.identifier.citation Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, 2009, 1, pp. 263 - 281
dc.identifier.isbn 978-1-59904-861-1
dc.identifier.other B1 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
dc.publisher IGI Global
dc.relation.isbasedon 10.4018/978-1-59904-861-1.ch012
dc.rights Final, typeset pdf supplied by IGI Global
dc.subject NA
dc.subject NA
dc.title Investigating Prospective Teachers as Learning Design Authors
dc.type Chapter
dc.parent Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
dc.journal.number en_US
dc.publocation Hershey, USA en_US
dc.publocation Hershey, USA
dc.publocation Hershey, USA
dc.publocation Hershey, USA
dc.identifier.startpage 263 en_US
dc.identifier.endpage 281 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 1302 Curriculum and Pedagogy
dc.personcode 990012 en_US
dc.personcode 040693 en_US
dc.personcode 040000 en_US
dc.percentage 100 en_US
dc.classification.name Curriculum and Pedagogy en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.edition 1
dc.edition 1
dc.edition 1
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords en_US
dc.description.keywords NA en_US
dc.description.keywords NA
dc.description.keywords NA
dc.description.keywords NA
dc.staffid en_US
dc.staffid 040000 en_US
pubs.embargo.period Not known
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 - Research in Learning and Change


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