Learning design: introducing pre-service education students to the concept using LAMS

Chris Campbell, Leanne Cameron

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


While pre-service teachers need to be competent and confident users of technology (Cowie & Jones, 2005), universities also need to provide them with knowledge about attitudes, values and pedagogical understanding in respect to Information and Communication Technologies (ICTs) (Cameron, 2007). These prospective teachers need to develop a fundamental understanding about the nature of technological change and their own abilities to confront this change(Phelps & Ellis, 2003). ICTs for teaching and learning are continually changing and being replaced by the newest "must have" technologies, so the long-term value of university skills-based technology courses for pre-service teachers must be questioned. It has been determined that ICT-based courses will hold more long-term value if they promote generic technology skills involving authentic, reflective activities that assist them in their continued learning throughout their careers (Herrington, Oliver & Herrington, 1999). Therefore, rather than simply provide and deliver specific skills-based information, the course emphasis must shift to create a collaborative, challenging and supportive learning environment within which students are introduced to a broad range of philosophical and pedagogical issues that arise from the integration of a variety of technologies in today's classrooms (Herrington & Oliver, 2002).
Original languageEnglish
Title of host publicationLAMS and learning design
EditorsChris Alexander, James Dalziel, Jaroslaw Krajka, Richard Kiely
Place of PublicationCyprus
PublisherUniversity of Nicosia Press
Number of pages12
ISBN (Print)9789963634958
Publication statusPublished - 2011
Externally publishedYes


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