Investigating lecturers’ use of learning designs to support technology enhanced course design

Jennifer Jones, Sue Bennett, Lori Lockyer

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

Abstract

The effective integration of technology into teaching and learning has been a focus of universities and governments for the past decade. Yet progress towards this goal has been limited to date. Knowledge of how to integrate technology has become a necessity for university lecturers and effective models of support are needed to facilitate this often challenging process. However, little is known about how the individual lecturer designs and what methods of support might best help his or her knowledge of how to integrate technology. One reason that this area has been under-researched may be the inherent challenges in investigating design processes which are by their very nature difficult to observe. This paper describes a case study methodology designed to overcome these challenges in order to study lecturers' use of learning designs and the development of technological, pedagogical and content knowledge while designing a course (or unit of study).
Original languageEnglish
Title of host publicationProceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009
EditorsTheo Bastiaens, Jon Dron, Cindy Xin
Place of PublicationChesapeake, VA
PublisherAssociation for the Advancement of Computing in Education
Pages2719-2725
Number of pages7
ISBN (Print)9781880094761
Publication statusPublished - 2009
Externally publishedYes
EventWorld Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (2009) - Vancouver, Canada
Duration: 26 Oct 200926 Oct 2009

Conference

ConferenceWorld Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (2009)
CityVancouver, Canada
Period26/10/0926/10/09

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