Capturing teachers’ experience of learning design through case studies
2009; Taylor & Francis; Volume: 30; Issue: 2 Linguagem: Inglês
10.1080/01587910903023207
ISSN1475-0198
AutoresElizabeth Masterman, Jill Jameson, Simon Walker,
Tópico(s)Online and Blended Learning
ResumoAbstract This article distinguishes three dimensions to learning design: a technological infrastructure, a conceptual framework for practice that focuses on the creation of structured sequences of learning activities, and a way to represent and share practice through the use of mediating artefacts. Focusing initially on the second of these dimensions, the article reports the key findings from an exploratory study, eLIDA CAMEL. This project examined a hitherto under‐researched aspect of learning design: what teachers who are new to the domain perceive to be its value as a framework for practice in the design of both flexible and classroom‐based learning. Data collection comprised 13 case studies constructed from participants' self‐reports. These suggest that providing students with a structured sequence of learning activities was the major value to teachers. The article additionally discusses the potential of such case studies to function as mediating artefacts for practitioners who are considering experimenting with learning design. Keywords: learning designcase studiespedagogic practicemediating artefactsLAMSMoodle Acknowledgements The authors thank JISC for funding the eLIDA CAMEL project, and the eLIDA CAMEL, JISC eLISA, and JISC infoNet CAMEL partners, institutions, and agencies for contributing their work towards the content of this article. We are also grateful for the advice of the two anonymous reviewers of the initial version.
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