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1

PROSPECTS FOR LEARNING DESIGN RESEARCH AND LAMS

100%

Dalziel J.

Teaching English with Technology

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2009

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vol. 9

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issue 2

i-iv

EN

Learning Design is a descriptive framework for activity structures that can describe many different pedagogical methods. It is similar to music notation, which can describe many styles of music using a common format, but Learning Design needs further research to be an effective format for sharing good teaching ideas among educators. Learning Design may also provide benefits for traditional educational research through more precise descriptions of educational innovations, which could allow for better control of confounding factors, and through rich records of student performance. Effective sharing of research-based Learning Designs has great potential for the future of teaching and learning.

2

PLANNER TOOLS - SHARING AND REUSING GOOD PRACTICE

80%

Cameron L.

Teaching English with Technology

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2009

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vol. 9

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issue 2

40-49

EN

A number of projects teams are currently developing tools that use generic templates to share and reuse good teaching practice. They hope to introduce educators to the learning design process so that they might develop their own effective and pedagogically sound learning activities. In this way, they are encouraging the sharing and reuse of good practice in teaching and learning without requiring lecturers to become experts in learning design or theory.

3

AN OVERVIEW OF LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM)

80%

Alexander C.

Teaching English with Technology

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2008

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vol. 8

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issue 3

EN

This paper provides a thorough introduction to LAMS (Learning Activity Management System). An overview of what LAMS is, and who created it, is followed by a description of its Learner, Monitor and Author environments. The numerous and supportive creater-designed online animated tutorial links ‘built into’ the paper cover in detail all the facets of these environments. It is held that the reader will benefit greatly and will acquire a sound knowledge base of how to use LAMS if these presentations, which total several hours, are viewed. To this extent, this article is also teacher-training in scope. The final part of the paper comprises a brief literature review on LAMS. LAMS pilot use in ESOL is highly recommended and a call is made for the subsequent dissemination of research findings.

4

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

80%

Bower M.

Teaching English with Technology

|

2009

|

vol. 9

|

issue 3

42-52

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.

5

ADOPTION OF LEARNING DESIGNS IN TEACHER TRAINING AND MEDICAL EDUCATION: TEMPLATES VERSUS EMBEDDED CONTENT

70%

Dalziel J., Dalziel B.

Teaching English with Technology

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2012

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vol. 12

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issue 2

62-73

EN

One of the ongoing challenges in the field of Learning Design is how to most effectively support educators in the development of innovative e-learning through the adoption and adaptation of learning design templates. This paper reflects on experiences from two recent higher education projects in teacher training and medical education, and considers the advantages and disadvantages of templates as compared to learning designs with embedded discipline content.

6

LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES

70%

Walker S., Masterman L.

Teaching English with Technology

|

2009

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vol. 9

|

issue 2

16-31

EN

This paper takes as its starting-point the role of reusable learning designs and of practitioner communities in disseminating effective pedagogic practice. The authors note the findings of previous research indicating a gap between teachers’ stated intention to reuse others’ materials and the practicalities of reuse, and comment on the shortcomings of both Wenger’s communities of practice and Hung and Nichani’s quasi-communities as models of the types of community that might foster the reuse of learning designs. They suggest that another model is needed to address the ‘scaffolding’ of teachers into the practice of sharing. To explore both themes, the authors then present an investigation into the reusability of learning designs. This was set in the context of a regional initiative, within the London Borough of Greenwich, to support students’ development of study skills through blended learning. Questions raised by the findings include the cost-benefits of adaptation versus creation of one’s own learning designs, and the reusability of designs created ‘in the abstract.’ The authors conclude by introducing the CAMEL model of collaboration as a potential means to overcome the discrepancy between the theory and reality of reuse through establishing relationships of trust mediated by both online and face-to-face communication.

7

ZASTOSOWANIE BLOGA WE WSPIERANIU REFLEKSJI STUDENCKIEJ PODCZAS PRAKTYK PEDAGOGICZNYCH

51%

Pitura J.

Neofilolog

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2017

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issue 48/2

253-265

EN

Implementing blogs to support student reflection during the teaching practicum

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PROSPECTS FOR LEARNING DESIGN RESEARCH AND LAMS

PLANNER TOOLS - SHARING AND REUSING GOOD PRACTICE

AN OVERVIEW OF LAMS (LEARNING ACTIVITY MANAGEMENT SYSTEM)

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

ADOPTION OF LEARNING DESIGNS IN TEACHER TRAINING AND MEDICAL EDUCATION: TEMPLATES VERSUS EMBEDDED CONTENT

LEARNING DESIGNS AND THE DEVELOPMENT OF STUDY SKILLS: REUSE AND COMMUNITY PERSPECTIVES

ZASTOSOWANIE BLOGA WE WSPIERANIU REFLEKSJI STUDENCKIEJ PODCZAS PRAKTYK PEDAGOGICZNYCH