Investigating Prospective Teachers as Learning Design Authors

Investigating Prospective Teachers as Learning Design Authors

Matthew Kearney, Anne Prescott, Kirsty Young
ISBN13: 9781599048611|ISBN10: 1599048612|EISBN13: 9781599048628
DOI: 10.4018/978-1-59904-861-1.ch012
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MLA

Kearney, Matthew, et al. "Investigating Prospective Teachers as Learning Design Authors." Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., IGI Global, 2009, pp. 263-281. https://doi.org/10.4018/978-1-59904-861-1.ch012

APA

Kearney, M., Prescott, A., & Young, K. (2009). Investigating Prospective Teachers as Learning Design Authors. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp. 263-281). IGI Global. https://doi.org/10.4018/978-1-59904-861-1.ch012

Chicago

Kearney, Matthew, Anne Prescott, and Kirsty Young. "Investigating Prospective Teachers as Learning Design Authors." In Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., 263-281. Hershey, PA: IGI Global, 2009. https://doi.org/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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