Research contents
Learning objects and learning design
Learning interaction and networked communities
Informal eLearning
Funded projects

A project funded by TLRP/ESRC/EPSRC, from September 2008 to November 2011, and led by Professor Diana Laurillard at the London Knowledge Lab, University of London.

Summary

Our main focus is to discover how to use digital technologies to support teachers in designing effective technology-enhanced learning (TEL).

We assume that:

1. teachers will be required to use progressively more TEL;
2. the teaching community should be at the forefront of TEL innovation;
3. the development of new knowledge about professional practice, should be carried out in the spirit of reflective collaborative design; and
4. the technologies for collaborative learning are equally applicable to teachers' professional development.

Project goals

1. Research the optimal model for an effective learning design support environment (LDSE)
2. Achieve an impact of the LDSE on teachers' practice in designing TEL
3. Identify the factors that are conducive to collaboration among teachers in designing TEL
4. Embed knowledge of teaching and learning in the learning design software architecture
5. Improve representations of the theory and practice of learning design with TEL.

Collaborating Partners

• Institute of Education, University of London
• Birkbeck College, University of London
• University of Oxford
• LTRI, London Metropolitan University
• London School of Economics and Political Sciences
• Royal Veterinary College

Expected outcomes

• test of the viability of the design tool
• factors that affect pedagogic design in TEL
• specification for a full system working across disciplines, institutions, and sectors
• clarify requirements of a learning design process for implementation as software
• make learning theory and good practice more accessible
• accelerate lecturers' understanding of how best to use TEL.

References

Laurillard, D. (2008) ‘The teacher as action researcher: Using technology to capture pedagogic form', Studies in Higher Education, 33 (2), 139-154.

Contact details


ltri@londonmet.ac.uk

http://www.londonmet.ac.uk/ltri

Last updated 24 April 2012