Pre-service teachers' perceptions of LAMS and Moodle as learning design technologies

Matthew Bower, Maximillian Wittmann

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the 4th International LAMS & Learning Design Conference
EditorsLeanne Cameron, James Dalziel
Place of PublicationAustralia
PublisherLAMS Foundation
Pages28-39
Number of pages12
ISBN (Print)9781741383423
Publication statusPublished - 2009
EventInternational LAMS Conference (4th : 2009) - Sydney
Duration: 3 Dec 20094 Dec 2009

Conference

ConferenceInternational LAMS Conference (4th : 2009)
CitySydney
Period3/12/094/12/09

Bibliographical note

copyright 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.

Keywords

  • LAMS
  • Moodle
  • learning design
  • teacher education
  • evaluation

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    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.