Towards a user-oriented analytical approach to learning design

Jonathan P. San Diego, Diana Laurillard, Tom Boyle, Claire Bradley, Dejan Ljubojevic, Tim Neumann, Darren Pearce

Abstract

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.

Keywords: learning design; pedagogy; technology enhanced learning; visual representation of pedagogy; cost of e-learning

DOI: 10.1080/09687760701850174

Keywords

learning design; pedagogy; technology enhanced learning; visual representation of pedagogy; cost of e-learning

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