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Investigating lecturers¿ use of learning designs to support technology enhanced course design

Conference Paper


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Abstract


  • The effective integration of technology into teaching and learning has been a focus of

    universities and governments for the past decade. Yet progress towards this goal has been limited to

    date. Knowledge of how to integrate technology has become a necessity for university lecturers and

    effective models of support are needed to facilitate this often challenging process. However, little is

    known about how the individual lecturer designs and what methods of support might best help his or

    her knowledge of how to integrate technology. One reason that this area has been under-researched

    may be the inherent challenges in investigating design processes which are by their very nature

    difficult to observe. This paper describes a case study methodology designed to overcome these

    challenges in order to study lecturers’ use of learning designs and the development of technological,

    pedagogical and content knowledge while designing a course (or unit of study).

Publication Date


  • 2009

Citation


  • Jones, J., Bennett, S. J. & Lockyer, L. (2009). Investigating lecturers¿ use of learning designs to support technology enhanced course design. In T. Bastiaens, J. Dron & C. Xin (Eds.), World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education (pp. 2719-2725). Chesapeake, USA: Association for the Advancement of Computing in Education.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2309&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/994

Start Page


  • 2719

End Page


  • 2725

Place Of Publication


  • http://www.editlib.org.ezproxy.uow.edu.au/f/32870

Abstract


  • The effective integration of technology into teaching and learning has been a focus of

    universities and governments for the past decade. Yet progress towards this goal has been limited to

    date. Knowledge of how to integrate technology has become a necessity for university lecturers and

    effective models of support are needed to facilitate this often challenging process. However, little is

    known about how the individual lecturer designs and what methods of support might best help his or

    her knowledge of how to integrate technology. One reason that this area has been under-researched

    may be the inherent challenges in investigating design processes which are by their very nature

    difficult to observe. This paper describes a case study methodology designed to overcome these

    challenges in order to study lecturers’ use of learning designs and the development of technological,

    pedagogical and content knowledge while designing a course (or unit of study).

Publication Date


  • 2009

Citation


  • Jones, J., Bennett, S. J. & Lockyer, L. (2009). Investigating lecturers¿ use of learning designs to support technology enhanced course design. In T. Bastiaens, J. Dron & C. Xin (Eds.), World Conference on E-Learning in Corporate, Government, Healthcare & Higher Education (pp. 2719-2725). Chesapeake, USA: Association for the Advancement of Computing in Education.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2309&context=edupapers

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/994

Start Page


  • 2719

End Page


  • 2725

Place Of Publication


  • http://www.editlib.org.ezproxy.uow.edu.au/f/32870