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.
|Title of host publication||Proceedings of the 3rd International LAMS & Learning Design Conference|
|Editors||Leanne Cameron, James Daziel|
|Place of Publication||Sydney|
|Number of pages||8|
|Publication status||Published - 2008|
|Event||International LAMS and Learning Design Conference (3rd : 2008) - Sydney, Australia|
Duration: 5 Dec 2008 → 5 Dec 2008
|Conference||International LAMS and Learning Design Conference (3rd : 2008)|
|Period||5/12/08 → 5/12/08|
- learning design
- teacher training
Bower, M. (2008). A Pedagogy-first approach to teaching learning design. In L. Cameron, & J. Daziel (Eds.), Proceedings of the 3rd International LAMS & Learning Design Conference (pp. 35-42). Sydney: LAMS Foundation.