Investigating Prospective Teachers as Learning Design Authors

Investigating Prospective Teachers as Learning Design Authors

Matthew Kearney (University of Technology, Sydney (UTS), Australia), Anne Prescott (University of Technology, Sydney (UTS), Australia) and Kirsty Young (University of Technology, Sydney (UTS), Australia)
DOI: 10.4018/978-1-59904-861-1.ch012
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Abstract

This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible ‘test-bed’ for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presented.
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Background

This study aims to build on the current interest in LDs to investigate pertinent issues involved in preservice teacher education. It highlights prospective secondary and primary teachers as important stakeholders and introduces school-based classroom contexts to the LD research agenda. Research into teachers’ use of LD authoring systems is a crucial but underdeveloped area of the LD research agenda.

Key Terms in this Chapter

LAMS Author Mode: Refers to the learning activity management system interface used by designers to author their task.

Learning Strategy: Refers to conceptual change procedures and techniques that help learners develop their ideas (Skamp, 1998).

Learning Design: Refers to a coordinated set of online tasks designed to support conceptual change among learners (Oliver, 2001). The framework of these online designs consists of a learning strategy, learning resources, and support mechanisms to provide guidance and feedback to learners (Oliver & Herrington, 2003).

LAMS Community: The global online community for all teachers, administrators, and developers that use LAMS (see http://www.lamscommunity.org).

LAMS Learner Mode: Refers to the learning activity management system interface used by learners.

Learning Design Authoring System: Refers to software used to support the creation and delivery of online learning tasks.

Edna Community: Education Network Australia’s free online network for educators (see http://www.edna.edu.au/).

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