Towards a user-oriented analytical approach to learning design

dc.creator	Jonathan P. San Diego
dc.creator	Diana Laurillard
dc.creator	Tom Boyle
dc.creator	Claire Bradley
dc.creator	Dejan Ljubojevic
dc.creator	Tim Neumann
dc.creator	Darren Pearce
dc.date	2008-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:26Z
dc.date.available	2015-08-12T11:19:26Z
dc.identifier	10.3402/rlt.v16i1.10882
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/97efa0ad8a5a40c88ddca435cb1a632b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27602
dc.description	The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology-enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions.
dc.language	English
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/10882
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 16, Iss 1 (2008)
dc.subject	learning design
dc.subject	pedagogy
dc.subject	technology enhanced learning
dc.subject	visual representation of pedagogy
dc.subject	cost of e-learning
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Towards a user-oriented analytical approach to learning design
dc.type	article