"New open, social and participatory media clearly have significant potential to transform learning and teaching. They offer learners and teachers a plethora of ways to communicate and collaborate; to connect with a distributed network of peers, and to find and manipulate information. In addition there are now a significant range of free educational resources and tools.
While there is great interest in using these new technologies to the benefit of learning and teaching, there seems to be a gap between the promise and reality of the use of technology in education. There is also a lack of evidence that education has changed fundamentally in light of the introduction of new technologies into the classroom. This paradox, the gap between the potential and actual use of technology, lies at the heart of the growth of a new area of research that has emerged in recent years.
Learning design research aims to better understand this mismatch. By focussing on the development of tools, design methods and approaches to help teachers design pedagogically effective learning activities, it offers a potential solution to address some of the challenges above. This 27th edition of eLearning Papers focuses on learning design, with the aim of clarifying and disseminating different perspectives and practices in the field."
A range of papers are available here inPDF to download.
"The ‘students as learning designers’ approach challenges transmission models of pedagogy and requires teachers to relinquish some control to their students so that they might have the space to experiment and discover how to learn.
This paper outlines the findings of two studies that allowed students to explore new ways of learning, where they were encouraged to take responsibility for their own learning, and outlines what potential social media tools may have in facilitating this experience. These projects demonstrate that when students are empowered to design their own learning activities, they can deeply engage in the learning process."
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