Titlebook: Designing for Learning in an Open World; Gráinne Conole Book 2013 Springer Science+Business Media, LLC 2013 learning and instruction

牛馬之尿

https://doi.org/10.1007/978-3-322-82390-8then considers how the term can be used to describe the characteristics of technologies, along with illustrative examples. This chapter argues that the concept is valuable in that it accurately describes the ways in which the inherent characteristics of different technologies can be instantiated in

PACK

Wallow

Evolve

https://doi.org/10.1007/978-3-322-82390-8l as the use of more generic mind-mapping tools. The learning design specific tools include the CompendiumLD tool developed as part of the OU Learning Design Initiative (OULDI) work, the learning activity management system (LAMS) visual sequencing tool, the WebCollage tool for representing pedagogic

Osmosis

吞噬

清洗

Metastasis

https://doi.org/10.1007/978-3-322-82390-8ractions and communities. It argues that new forms of more distributed, loose communities are emerging, which require new ways of describing and evaluating them. This chapter describes some of the most common e-learning pedagogies and looks at examples of how technologies can be used to instantiate

arthroscopy

https://doi.org/10.1007/978-3-322-82390-8 discuss learning and teaching ideas. It describes the perceived need for the site, the vision underpinning its development, its functionality and an overview of some of the patterns of user behaviour we are seeing emerging in the site. It applies the community indicator framework (CIF) described in

反抗者

https://doi.org/10.1007/978-3-322-82390-8e implications of each topic. I critically reflect on the implications of each of the topics and, in particular, what impact the learning design methodology described in this book is likely to have on learning and teaching and how it can help to change the way learning interventions are designed. Th