000			02156 a2200313 4500
001			1032930942
005			20250328151423.0
008			250324042024GB eng
020			_a9781032930947 _qBC
037			_bTaylor & Francis _cGBP 38.99 _fBB
040			_a01
041			_aeng
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072	7		_a371.334 _2bisac
100	1		_aShirley Agostinho
245	1	0	_aFuture of Learning Design
250			_a1
260			_aOxford _bRoutledge _c20241014
300			_a124 p
520			_bLearning Design refers to research and development work that equips teachers with tools and strategies to aid their design thinking. Its origin stems from two lines of inquiry: (i) how to represent teaching practice from a technical perspective in the development and delivery of online learning environments; and (ii) how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. The underlying premise of learning design is that, if effective, teaching and learning practice can be represented in a systematic way, thus supporting the process of reuse, which could ultimately lead to improved practice. A large international body of work has produced specifications of technical standards to support the delivery of online learning, different learning design representations to disseminate ‘best practice’ examples to support and encourage adaptation, and software tools and strategies to support the design process. This book presents a view of current thinking about learning design and provides insight into the future direction of this field of research and development. It is a timely contribution that will stimulate discussion about these issues and guide and advance the learning design field. This book was originally published as a special issue of Learning, Media and Technology.
700	1		_aSue Bennett _4B01
700	1		_aLori Lockyer _4B01
700	1		_aBarry Harper _4B01
999			_c8362 _d8362