A Pedagogy-first approach to teaching learning design

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

    Abstract

    This paper recounts a critical classroom experience that occurred when teaching technology-based learning design to trainee teachers, and discusses the implications of the incident for teaching and learning. Observations are drawn from the subject EDUC261 Information and Communication Technologies and Education, which is an optional second year course available to trainee primary and secondary teachers at Macquarie University. On the basis of the observations it is conjectured that adopting a pedagogy-first approach to learning design allows teachers to more easily select appropriate technologies from a suite of learning tools (such as LAMS) and sequence them more sensibly than when a technology first approach is adopted. As well, it is contended that by considering the nexus between pedagogy and technologies under the pedagogy-first approach students are better able to appreciate relationship between educational principles and their implementation. Other implications of the approach are discussed and possible extensions are proposed.
    Original languageEnglish
    Title of host publicationProceedings of the 3rd International LAMS & Learning Design Conference
    EditorsLeanne Cameron, James Daziel
    Place of PublicationSydney
    PublisherLAMS Foundation
    Pages35-42
    Number of pages8
    ISBN (Print)9781741383041
    Publication statusPublished - 2008
    EventInternational LAMS and Learning Design Conference (3rd : 2008) - Sydney, Australia
    Duration: 5 Dec 20085 Dec 2008

    Conference

    ConferenceInternational LAMS and Learning Design Conference (3rd : 2008)
    CountryAustralia
    CitySydney
    Period5/12/085/12/08

    Keywords

    • learning design
    • teacher training
    • LAMS

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