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Learning design: where do we go from here?

Chapter


Abstract


  • This chapter explores some implications of the concepts discussed in the book Learning Design: Conceptualizing a Framework for Teaching and Learning Online. For those in teaching roles, it encourages greater reuse and adoption of Learning Design, and a shift from focussing primarily on learning content towards learning activities. For those in educational leadership, it stresses the importance of appropriate rewards and recognition for educators who adopt learning designs, and the importance of fostering and supporting sharing and reuse at an institutional level. For those in educational research, it notes the benefits of using Learning Design to conduct more fine-grained comparisons in educational investigations, and the potential benefits of a learning design for Instructional Design. It concludes with the need for Learning Design theory to keep trying to develop a broadly accepted representational framework(s).

Authors


  •   Dalziel, James (external author)
  •   Wills, Sandra (external author)
  •   Conole, Grainne (external author)
  •   Walker, Simon (external author)
  •   Bennett, Sue
  •   Dobozy, Eva (external author)
  •   Cameron, Leanne (external author)
  •   Badilescu-Buga, Emil (external author)
  •   Bower, Matt (external author)
  •   Pegler, Chris (external author)

Publication Date


  • 2016

Citation


  • Dalziel, J., Wills, S., Conole, G., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., Bower, M. & Pegler, C. (2016). Learning design: where do we go from here?. In J. Dalziel (Eds.), Learning Design: Conceptualizing a Framework for Teaching and Learning Online (pp. 256-261). New York, United States: Routledge.

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2321/

Book Title


  • Learning Design: Conceptualizing a Framework for Teaching and Learning Online

Start Page


  • 256

End Page


  • 261

Abstract


  • This chapter explores some implications of the concepts discussed in the book Learning Design: Conceptualizing a Framework for Teaching and Learning Online. For those in teaching roles, it encourages greater reuse and adoption of Learning Design, and a shift from focussing primarily on learning content towards learning activities. For those in educational leadership, it stresses the importance of appropriate rewards and recognition for educators who adopt learning designs, and the importance of fostering and supporting sharing and reuse at an institutional level. For those in educational research, it notes the benefits of using Learning Design to conduct more fine-grained comparisons in educational investigations, and the potential benefits of a learning design for Instructional Design. It concludes with the need for Learning Design theory to keep trying to develop a broadly accepted representational framework(s).

Authors


  •   Dalziel, James (external author)
  •   Wills, Sandra (external author)
  •   Conole, Grainne (external author)
  •   Walker, Simon (external author)
  •   Bennett, Sue
  •   Dobozy, Eva (external author)
  •   Cameron, Leanne (external author)
  •   Badilescu-Buga, Emil (external author)
  •   Bower, Matt (external author)
  •   Pegler, Chris (external author)

Publication Date


  • 2016

Citation


  • Dalziel, J., Wills, S., Conole, G., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., Bower, M. & Pegler, C. (2016). Learning design: where do we go from here?. In J. Dalziel (Eds.), Learning Design: Conceptualizing a Framework for Teaching and Learning Online (pp. 256-261). New York, United States: Routledge.

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2321/

Book Title


  • Learning Design: Conceptualizing a Framework for Teaching and Learning Online

Start Page


  • 256

End Page


  • 261