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dc.contributor.authorDobozy, Eva
dc.contributor.authorDalziel, J.
dc.date.accessioned2017-01-30T13:10:41Z
dc.date.available2017-01-30T13:10:41Z
dc.date.created2016-10-11T19:30:18Z
dc.date.issued2016
dc.identifier.citationDalziel, J. and Dobozy, E. 2016. Reflections on Metaphors for Learning Design, in Dalziel, J. (ed), Learning Design: Conceptualizing a Framework for Teaching and Learning Online, pp. 63-77. New York: Routledge.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/29143
dc.description.abstract

Metaphors are commonly used to help explain complex phenomena. Hence, they have been accepted as a simple yet effective cognitive tool which enables the transfer of meaning between dissimilar domains. The literal interpretation of the term metaphor is transfer. Tracing the etymology of the term, Stern provides the following definition: Middle English metaphor, from Old French metaphore, from Latin meatphora, from Greek, transference, metaphor, from metapherein, to transfer: meta-, meta- + pherein, to carry. [The American Heritage Dictionary (2000, p. 1134), cited in Stern (2009, p. 81)].

dc.publisherRoutledge
dc.titleReflections on Metaphors for Learning Design
dc.typeBook Chapter
dcterms.source.startPage63
dcterms.source.endPage77
dcterms.source.titleLearning Design: Conceptualizing a Framework for Teaching and Learning Online
dcterms.source.chapter12
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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