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The Open University ’ s repository of research publications and other research outputs Learning design – Making practice explicit Conference Item
| Content Provider | Semantic Scholar |
|---|---|
| Author | Conole, Grainne |
| Copyright Year | 2010 |
| Abstract | Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online's data policy on reuse of materials please consult the policies page. Abstract New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://oro.open.ac.uk/21864/2/4A5AB2FB.pdf |
| Alternate Webpage(s) | http://oro.open.ac.uk/22890/2/Conole.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
