Abstract
This paper outlines a pedagogical rationale for a new range of analytic features within learning platforms such as LAMS and Moodle, based on the Learning Designer tool. The new tool could bring new elements into contemporary learning platforms, such as the pedagogical approach, type of thinking engaged, and the optimal allocation of learner and teacher time. The opportunity to express learning designs in these terms would encourage teacher-designers to focus on the pedagogically pertinent aspects of their learning designs and increase the level of analytic support available to them. The approach proposes a common conceptual framework for learning design, complementing the common technical specification pioneered by IMS LD, and would enable a different type of interoperability between learning platforms.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 6th International LAMS & Learning Design Conference 2011 |
| Subtitle of host publication | Learning design for a changing world |
| Editors | L. Cameron, J. Dalziel |
| Place of Publication | Sydney |
| Publisher | LAMS Foundation |
| Pages | 61-71 |
| Number of pages | 11 |
| Publication status | Published - 2011 |
| Event | International LAMS & Learning Design Conference (6th : 2011) - Sydney Duration: 8 Dec 2011 → 9 Dec 2011 |
Conference
| Conference | International LAMS & Learning Design Conference (6th : 2011) |
|---|---|
| City | Sydney |
| Period | 8/12/11 → 9/12/11 |
Bibliographical note
Copyright 2011 Matt Bower, Brock Craft, Diana Laurillard & Liz Masterman. 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
- LDSE
- Learning Designer
- LAMS
- Moodle
- learning design
- analysis
- teacher development
- interoperability