posted on 2011-10-26, 13:56authored byGráinne Conole, Andrew Brasher, Simon Cross, Martin Weller, Stewart Nixon, Paul Clark, John Petit
This paper describes the development of a new methodology for learning design. Our approach is
predicated on the view that no one, simple, view of design is appropriate, because of the inherently messy
and creative nature of design. Instead we are adopting an interactive and multi-faceted approach which
consists of a series of cycles of user consultation, focus groups and workshops alongside the development
of learning design tools and resources. In particular we will describe how we have adapted an existing mind
mapping and argumentation tool, Compendium, so that it can be used as a means of guiding designers
through the learning design decision making process in the creation of learning activities. We will describe
the initial evaluations of the use of this tool, along with our findings to date on a series of fact finding
exercises to better understand individual and team approaches to design.
History
Citation
Proceedings of Conference on Educational Multimedia, Hypermedia & Telecommunications, 2008 (EDMEDIA), 30 June- 4 July 2008, Vienna, Austria, pp. 4585-4594.
Version
AM (Accepted Manuscript)
Published in
Proceedings of Conference on Educational Multimedia
Publisher
Association for the Advancement of Computing in Education (AACE)