Using generic learning designs to promote good teaching and learning practice

Leanne Cameron*

*Corresponding author for this work

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

    Abstract

    If an effective learning design could be transferred from lecturer to lecturer, from discipline to discipline and/or from university to university, then good teaching and learning practice could be shared. Effective learning designs promote student engagement, productive learning and optimise student retention (Scott, 2005). The aim of this study was to establish whether academics and educational designers considered effective learning designs could be used to introduce different teaching and learning approaches. The results from this pilot indicate that this is not only feasible but it will also facilitate the promotion of quality teaching and learning throughout the higher education sector. This study is the initial phase of a broader ALTC project, details of which are also outlined in this paper.

    Original languageEnglish
    Title of host publicationProceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009
    EditorsR. J. Atkinson, C. McBeath
    Place of PublicationAuckland,New Zealand
    PublisherThe University of Auckland and Auckland University of Technology
    Pages1180-1186
    Number of pages7
    ISBN (Print)9781877314827
    Publication statusPublished - 2009
    Event26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE - 2009 - Auckland, New Zealand
    Duration: 6 Dec 20099 Dec 2009

    Other

    Other26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE - 2009
    CountryNew Zealand
    CityAuckland
    Period6/12/099/12/09

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