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    Typologies of Learning Design and the introduction of a "LD-Type 2" case example

    183178_183178.pdf (1.151Mb)
    Access Status
    Open access
    Authors
    Dobozy, Eva
    Date
    2011
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Dobozy, Eva. 2011. Typologies of Learning Design and the introduction of a "LD-Type 2" case example. eLearning Papers. 27: pp. 3-11.
    Source Title
    eLearning Papers
    Additional URLs
    http://elearningpapers.eu/en/download/file/fid/23943
    ISSN
    18871542
    School
    School of Education
    Remarks

    This article is published under the Open Access publishing model and distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/3.0/ Please refer to the licence to obtain terms for any further reuse or distribution of this work.

    URI
    http://hdl.handle.net/20.500.11937/22874
    Collection
    • Curtin Research Publications
    Abstract

    This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research. This classification differentiates between LD as a concept (LD Type 1), LD as a process (LD Type 2), and LD as a product (LD Type 3). The usefulness of the three types is illustrated by a case example of a virtual history fieldtrip module constructed in LAMS as Type 2 LD. This case shows the workflow from LD Type 1 to LD Type 2, followed by LD Type 3 research and development data. History as a learning area was chosen in this paper for its ability to illustrate LD concepts and the interrelationship of LD types. The case serves to illustrate the foundations, scope and ambitions of this learning design project, which was underpinned by an educational psychology framework and firmly linked to the goals of the new Australian curriculum. The purpose of LD as process is to inform other teachers of the affordance of LD, providing contextualised data and to invite critique of particular TEL practices.

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