Abstract
Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to make a new technology based concept an integral part of the education system. In order to investigate and determine the elements that block the adoption of learning design tools in general, the study will review research papers that have been published in recent years on this subject, especially LAMS. The study will discuss patterns of critical aspects related to adoption of learning design tools and derive a framework that can be used in follow-up studies aimed at collecting relevant empirical data from practitioners to identify key progress measures of the adoption process. These measures may be used later to devise strategies that will see increased adoption of online learning design tools such as LAMS in school systems and higher education institutions.
| Original language | English |
|---|---|
| Title of host publication | Learning design |
| Editors | Chris Alexander, James Dalziel, Jaroslaw Krajka, Eva Dobozy |
| Place of Publication | Cyprus |
| Publisher | University of Nicosia Press |
| Pages | 23-39 |
| Number of pages | 17 |
| Edition | Edited |
| ISBN (Print) | 9789963711123 |
| Publication status | Published - 2013 |
Bibliographical note
Previously published in Proceedings of the sixth International LAMS & Learning Design Conference 2011 : Learning design for a changing world, p.49-60Keywords
- learning design
- LAMS
- adoption life cycle
- social network
- information cognitive structure