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Learning Design Representations to Document, Model, and Share Teaching Practice

Learning Design Representations to Document, Model, and Share Teaching Practice

Shirley Agostinho
Copyright: © 2009 |Pages: 19
ISBN13: 9781599048611|ISBN10: 1599048612|EISBN13: 9781599048628
DOI: 10.4018/978-1-59904-861-1.ch001
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MLA

Agostinho, Shirley. "Learning Design Representations to Document, Model, and Share Teaching Practice." Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., IGI Global, 2009, pp. 1-19. https://doi.org/10.4018/978-1-59904-861-1.ch001

APA

Agostinho, S. (2009). Learning Design Representations to Document, Model, and Share Teaching Practice. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-59904-861-1.ch001

Chicago

Agostinho, Shirley. "Learning Design Representations to Document, Model, and Share Teaching Practice." In Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., 1-19. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-861-1.ch001

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Abstract

The term “learning design” is gaining momentum in the e-learning literature as a concept for supporting academics to model and share teaching practice. Its definition and composition is evolving, and as such, there is currently no standard mode of representation for learning designs in education. Instead, there are several emerging learning design representations with different perspectives about their purpose. This chapter explores these issues and presents a summary of the current discourse about learning designs. The aim of this chapter is to address a gap in the literature by comparing and contrasting six learning design representations. The chapter discusses the research conducted to date about learning design representations and concludes by proposing a pathway for further research

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