Learning design in healthcare education

Rachel Ellaway*, James Dalziel, Bronwen Dalziel

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    9 Citations (Scopus)

    Abstract

    Emerging from ongoing work into educational modelling languages, learning design principles and the IMS Learning Design framework provide formal ways to annotate and record educational activities. Once educational activities have been encoded they can be played, replayed, adopted, shared, and analysed, thereby reifying much that is otherwise lost in face-to-face teaching. The use of learning design tools, including the free and open source LAMS system (www.lamsfoundation.org), allow practitioners to experiment with learning design approaches in their own teaching, both in terms of creating and encoding their own designs and playing, adapting and analysing designs from other teachers either from within or outside a particular field or subject area. This paper reviews the key issues associated with designing for learning in the context of healthcare education, some of the themes and approaches already in development or use, and the implications of this approach on the practice and theory of healthcare education.

    Original languageEnglish
    Pages (from-to)180-184
    Number of pages5
    JournalMedical teacher
    Volume30
    Issue number2
    DOIs
    Publication statusPublished - 2008

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