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What is Learning Design

Chapter 12
Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities
The educational process in which a pedagogical model is applied to design instruction and the employment of emergent technologies in variety of settings.
Published in Chapter:
Game Development-Based Learning: A New Paradigm for Teaching Computer and Object-Oriented Programming
Alaa Khalaf Al-Makhzoomy (Yarmouk University, Jordan), Ke Zhang (Wayne State University, USA), and Timothy Spannaus (Wayne State University, USA)
Copyright: © 2020 |Pages: 16
DOI: 10.4018/978-1-7998-0249-5.ch012
Abstract
This chapter presents the findings from a quasi-experimental study analyzing the effect of Game Development-Based Learning on students' academic performance in programming courses in Jordan. The study tested an argument proposing a positive significant association between GDBL instruction and students' performance. The analysis of variance results investigating the effect of enrollment and completion of a concurrent GDBL course to normal courses found that the treatment group outperformed two other groups: the control and the comparison group. The positive gains in the post-assessment scores, were consistent across the two programming courses: C++ and Object-Oriented Programming. This finding confirms the earlier results across countries and contexts documenting the salubrious effect of GDBL on students' academic performance in Computer Science and Information Technology courses. Findings also support the overarching constructionist approach where the use of scaffolding and technology in instruction and assessment yield better academic outcomes for learners.
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Chapter 40
Designing Learning Objects for Generic Web Sites
An application of a pedagogical model for a specific learning objective, target group, and a specific context or knowledge domain. The learning design specifies the teaching and learning process, along with the conditions under which it occurs and the activities performed by the teachers and learners in order to achieve the required learning objectives (Conole & Fill, 2005).
Published in Chapter: Designing Learning Objects for Generic Web Sites; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 3
Using the IMS LD Standard to Describe Learning Designs
A description of a sequence of learning activities that learners undertake to attain some learning objectives, including the resources and support mechanisms required to help learners to complete these activities and their temporary relations.
Published in Chapter: Using the IMS LD Standard to Describe Learning Designs; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 8
The Role of Mediating Artefacts in Learning Design
Refers to the range of activities associated with creating a learning activity and crucially provides a means of describing learning activities.
Published in Chapter: The Role of Mediating Artefacts in Learning Design; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 2
Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education
A learner-focused approach to course design that considers instructional content, learners, teaching strategies, learner activities, and technology choices.
Published in Chapter: Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education; From: Designing Equitable and Accessible Online Learning Environments
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Chapter 6
The Potential of IMS Learning Design in E-Learning
A learning design is a formal description of the individuals who participate in a learning process, the resources and environments used to achieve certain learning objectives, and the sequence(s) of learning activities that should take place.
Published in Chapter: The Potential of IMS Learning Design in E-Learning; From: Handbook of Research on Instructional Systems and Technology
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Chapter 33
Adapting Problem-Based Learning to an Online Learning Environment
A learning design is the application of a pedagogical model for a specific learning objective, target group, and a specific context or knowledge domain. The learning design specifies the teaching-learning process. More specifically, it specifies under which conditions what activities have to be performed by learners and teachers to enable learners to attain the desired learning objectives
Published in Chapter: Adapting Problem-Based Learning to an Online Learning Environment; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 3
Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching
An artefact that explicitly documents a set of learning tasks with the resources and tools that support the completion of the tasks.
Published in Chapter: Learning Design Based on Personal Paths and Learning Sequences for Activation, Development, and Closure in Teaching; From: Design and Measurement Strategies for Meaningful Learning
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Chapter 6
Using Design Patterns to Support E-Learning Design
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Chapter 3
User-Created Online Learning Videos: Collaborative Knowledge Construction Through Participatory Design
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Chapter 1
Learning Design Representations to Document, Model, and Share Teaching Practice
A learning design represents and documents teaching and learning practice using some notational form so that it can serve as a description, model or template that can be adaptable or reused by a teacher to suit his/her context
Published in Chapter: Learning Design Representations to Document, Model, and Share Teaching Practice; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 362
Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts
It means to design a learning environment that is based on theories of learning and aims to facilitate learning process and improve learning quality.
Published in Chapter: Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts; From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 17
Modeling Learning Units by Capturing Context with IMS LD
The entirety of design that is invested to create a learning environment, including material design, media design, instructional design, and activity and assessment design.
Published in Chapter: Modeling Learning Units by Capturing Context with IMS LD; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 2
Learning the Active Way: Creating Interactive Lectures to Promote Student Learning
The working definition of learning design in this chapter is the actual learning activities that are used in the context of a university or college course. However, some would find this definition very narrow as it can be about the whole of the teaching and/or learning experience.
Published in Chapter: Learning the Active Way: Creating Interactive Lectures to Promote Student Learning; From: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
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Chapter 12
Investigating Prospective Teachers as Learning Design Authors
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).
Published in Chapter: Investigating Prospective Teachers as Learning Design Authors; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 16
Representation of Coordination Mechanisms in IMS LD
A description of a series of activities aiming at achieving learning objectives. In this chapter, the term learning design normally refers to the description of the learning process in IMS LD
Published in Chapter: Representation of Coordination Mechanisms in IMS LD; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 187
Ontologies for Education and Learning Design
Description of a method enabling learners to attain certain learning objectives by performing certain learning activities in a certain order in the context of a certain learning environment. A learning design is based on the pedagogical principles of the designer and on specific domain and contexts variables (e.g., designs for math be ematics teaching can differ from designs for language teaching).
Published in Chapter: Ontologies for Education and Learning Design; From: Encyclopedia of Artificial Intelligence
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Chapter 22
Learning Objects, Learning Tasks, and Handhelds
A student-centered plan for implementation of learning tasks and use of learning objects with students.
Published in Chapter: Learning Objects, Learning Tasks, and Handhelds; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 551
E-Collaborative Learning (e-CL)
The design of a learning process in three spirally-followed phases called modelling design, implementation design, and assessment design.
Published in Chapter: E-Collaborative Learning (e-CL); From: Encyclopedia of Information Science and Technology, Fourth Edition
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Chapter 15
Facilitating Learner-Generated Animations with Slowmation
A framework for designing student learning experiences that explains a sequence of activities, procedures, or interactions.
Published in Chapter: Facilitating Learner-Generated Animations with Slowmation; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 9
Activity Theory and the Design of Pedagogic Planning Tools
As an outcome of the activity of design for learning: a pedagogic plan plus (a) the artifacts necessary to realize the plan in a learning session with students and (b) information relating to the outcomes of that session that may aid other practitioners in determining the reusability of the learning design for their purposes.
Published in Chapter: Activity Theory and the Design of Pedagogic Planning Tools; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 37
Reusability of Online Role Play as Learning Objects or Learning Designs
Generalisable template for a learning activity describing the sequence, tasks, resources, and supports.
Published in Chapter: Reusability of Online Role Play as Learning Objects or Learning Designs; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 10
The Brave New World of Tertiary Teaching: The Intricacies of an Online Blended Learning Environment
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Chapter 5
Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development
The approach and set of techniques adopted by teachers and instructional designers to plan, represent and visualize teaching and learning processes before implementing activities.
Published in Chapter: Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development; From: Handbook of Research on Faculty Development for Digital Teaching and Learning
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Chapter 32
A Learning Design to Teach Scientific Inquiry
A specification of the critical components of a general pedagogical approach. Critical components include pedagogical strategies, tasks students are required to perform, resources and supports to help students complete tasks, and expected cognitive outcomes for students. The learning design also describes the sequence of events and specifies at what stage particular resources and supports are available. It may also includes a time line.
Published in Chapter: A Learning Design to Teach Scientific Inquiry; From: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
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Chapter 7
Australian Educator's Reflections and Use of ICT and Technology: Reimagining Online Teaching and Assessment
The intersection of teaching and learning practice, resources and content, and digital technologies.
Published in Chapter: Australian Educator's Reflections and Use of ICT and Technology: Reimagining Online Teaching and Assessment; From: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
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Chapter 35
Critical Success Factors for E-Learning Adoption
A “learning design” is defined as the description of the teaching-learning process that takes place in the unit of learning. A “unit of learning” can be any instructional or learning event of any granularity, for example, a course, a workshop, a lesson, or an informal learning event. The key principle in learning design is that it represents the learning activities and the support activities that are performed by different persons (learners, teachers) in the context of a unit of learning. These activities can refer to different learning objects that are used during the performance of the activities (e.g., books, articles, software programmes, pictures), and it can refer to services (e.g., forums, chats, wiki’s) that are used to collaborate and to communicate in the teaching-learning process (Koper, 2006).
Published in Chapter: Critical Success Factors for E-Learning Adoption; From: Handbook of Research on Instructional Systems and Technology
Full Text Chapter Download: US $37.50 Add to Cart
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