USING LAMS TO FACILITATE A ‘PEDAGOGY-FIRST’ APPROACH TO TEACHING LEARNING DESIGN

• Authors: Matt Bower
• Languages of publication: EN

Abstracts

EN

This paper recounts a critical classroom experience that occurred when teaching technology-based learning design to trainee teachers, and discusses the implications of the incident for teaching and learning. Observations are drawn from the subject “EDUC261 – Information and Communication Technologies and Education”, which is an optional second year course available to trainee primary and secondary teachers at Macquarie University. On the basis of the observations it is conjectured that adopting a ‘pedagogy-first’ approach to learning design allows teachers to more easily select appropriate technologies from a suite of learning tools (such as LAMS) and sequence them more sensibly than when a ‘technology first’ approach is adopted. Furthermore, it is contended that by considering the nexus between pedagogy and technologies under the pedagogy-first approach, students are better able to appreciate relationship between educational principles and their implementation. Other implications of the approach are discussed and possible extensions are proposed.

Keywords

EN

LAMS; pedagogy; Learning Design

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2009
• Volume: 9
• Issue: 3
• Pages: 42-52

Contributors

author

Matt Bower

• School of Education Macquarie University

References

• Anderson, L., & Krathwohl, D. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
• Bennett, S., Agostinho, S., Lockyer, L., Koper, R., & Harper, B. (2008). Understanding the potential of learning design to support university teachers’ design processes. Paper presented at the 2008 European LAMS Conference: Practical benefits of learning design, Cadiz, Spain.
• Cameron, L. (2006). Picture this: My Lesson. How LAMS is being used with pre-service teachers to develop effective classroom activities. In proceedings First International LAMS Conference 2006: Designing the Future of Learning, Sydney, 25-34.
• Cameron, L. (2007). Using LAMS to facilitate an effective program of ICT instruction. In proceedings 2007 European LAMS Conference: Designing the future of learning, 39-49.
• Clark, D. (1995). Big Dog's Instructional Systems Design Page. Retrieved March, 2008, from http://www.nwlink.com/~donclark/hrd/sat.html
• Engeström, Y. (1987). Learning by Expanding: An Activity Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy.
• Gagné, R. (1985). The Conditions of Learning (4th ed.). New York: Holt, Rinehart & Winston.
• Gibson, J. (1979). The Ecological Approach to Human Perception. Boston: Houghton Mifflin.
• Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P. J. (2004). Designing Electronic Collaborative Learning Environments. Educational Technology Research & Development, 52 (3), 47-66.
• LAMS International (2008a). LAMS Community website. Retrieved 29th October, 2008, from http://www.lamscommunity.org/
• LAMS International (2008b). LAMS: Learning Activity Management System home page. Retrieved 29th October, 2008, from http://www.lamsinternational.com/
• Laurillard, D. (2002). Rethinking University Teaching - A Framework for the Effective Use of Learning Technologies. Oxford: RoutledgeFalmer.
• Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42 (5), 34-36.
• NSW Institute of Teachers (2006). Professional Teaching Standards. Retrieved 23rd September, 2008, from http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html
• Reigeluth, C. M. (1999). The Elaboration Theory: guidance for scope and sequences decisions. In C. M. Reigeluth (ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (pp. 425-454). Mahwah, NJ: Lawrence Erlbaum Associates.
• van Merriënboer, J., Bastiaens, T., & Hoogveld, A. (2004). Instructional design for integrated e-learning. In W. Jochems, J. v. Merriënboer & R. Koper (eds.), Integrated E-Learning - Implications for Pedagogy, Technology, and Organization (pp. 13-23).
• Wilson, B. G. (2004). Designing e-learning environments for flexible activity and instruction. Educational Technology Research & Development, 52 (4), 77-84.