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An Appreciation of Diverse Approaches to Learning Design in Higher Education
Abstract
This chapter makes the case for acknowledging and appreciating the diverse paths that lead to the generation of designs for e-learning in higher education. It identifies and critically examines some of the tensions between current design practices in the higher education sector and those assumed by interoperability standards such as IMS Learning Design and learning objects. The likely imperatives of a more design-intensive model of e-learning for the organisation and culture of the academic workplace are considered and some simple practical techniques to support the generation of designs are described. The chapter introduces a proposal for the combination of pedagogic and generic design knowledge as a means for improving practice by promoting a collaborative multidisciplinary approach to help reverse the current dominance of technology. Finally, the chapter briefly outlines suggestions for further areas of interdisciplinary enquiry and development.
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