As open-source educational systems both LAMS and Moodle provide a range of tools that can be used to support the development of pre-service students’ learning design capabilities. Sixty-eight teacher education students were surveyed to gauge their perceptions of each of these systems as frameworks for designing learning experiences. Responses indicated that the majority of students appreciated that different tools were suitable for different purposes. An unexpected outcome of the research was the different levels of learning design understanding that the survey questions revealed, ranging from highly developed to misconstrued.
|Title of host publication||Proceedings of the 4th International LAMS & Learning Design Conference|
|Editors||Leanne Cameron, James Dalziel|
|Place of Publication||Australia|
|Number of pages||12|
|Publication status||Published - 2009|
|Event||International LAMS Conference (4th : 2009) - Sydney|
Duration: 3 Dec 2009 → 4 Dec 2009
|Conference||International LAMS Conference (4th : 2009)|
|Period||3/12/09 → 4/12/09|
Bibliographical notecopyright to LAMS Foundation and authors. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- learning design
- teacher education
Bower, M., & Wittmann, M. (2009). Pre-service teachers' perceptions of LAMS and Moodle as learning design technologies. In L. Cameron, & J. Dalziel (Eds.), Proceedings of the 4th International LAMS & Learning Design Conference (pp. 28-39). Australia: LAMS Foundation.