Email this article 
What Matters in Higher Education A meta-analysis of a decade of learning design
Abstract
The Journal of Learning Design (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The Journal of Learning Design (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.
Keywords
Full Text:
PDFReferences
Adam, R. (2015). Bi-relational design: A brief introduction and illustration. Journal of Learning Design, 8(1), 1-20. doi:10.5204/jld.v8i1.129
Ball, S. (Ed.). (1990). Foucault and education: Disciplines and knowledge. London: Routledge.
Borthwick, F., Lefoe, G., Bennett, S., & Huber, E. (2007). Applying authentic learning to Social Science: A learning design for an inter-disciplinary Sociology subject. Journal of Learning Design, 2(1), 14-24. doi:10.5204/jld.v2i1.24
Bourke, T., & Lidstone, J. (2015). Mapping geographical knowledge and skills needed for pre-service teachers in teacher education. SAGE Open, January-March, 1-13. doi: 10.1177/2158244015577668
Brown, S. (2007). A critique of generic learning outcomes. Journal of Learning Design, 2(2), 22-30. doi:10.5204/jld.v2i2.37
Burton, K. (2011). A framework for determining the authenticity of assessment tasks: Applied to an example in Law. Journal of Learning Design, 4(2), 20-28. doi:10.5204/jld.v4i2.72
Chan, V. (2011). Teaching oral communication in undergraduate science: Are we doing enough and doing it right? Journal of Learning Design, 4(3), 71-79. doi:10.5204/jld.v4i3.82
Collis, B., Margaryan, A., & Amory, M. (2005). Multiple perspectives on blended learning design. Journal of Learning Design, 1(1), 12-21. doi:10.5204/jld.v1i1.3
Cox, J., Simpson, M., Letts, W., & Cavanagh, H. (2015). Re-thinking microbiology/infection control education to enhance the practice-readiness of health professional students: More than just a curriculum issue. Journal of Learning Design, 8(1), 55-67. doi:10.5204/jld.v8i1.224
Cretchley, J., Rooney, D., & Gallois, C. (2010). Mapping a 40-year history with Leximancer: Themes and concepts in the Journal of Cross-Cultural Psychology. Journal of Cross-Cultural Psychology, 41(3), 318-328.
Cydis, S. (2015). Authentic instruction and technology literacy. Journal of Learning Design, 8(1), 68-78. doi:10.5204/jld.v8i1.222
Ferry, B., Kervin, L., Cambourne, B., Turbill, J., Hedberg, J., & Jonassen, D. (2012). Incorporating real experience into the development of a classroom –based simulation. Journal of Learning Design, 1(1), 22-32. doi:10.5204/jld.v1i1.5
Foucault, M. (1972). The archaeology of knowledge (A. M. Sheridan Smith, Trans.). London: Tavistock.
Griffiths, K. (2012). Personal coaching: A model for effective learning. Journal of Learning Design, 1(2), 55-65. doi:10.5204/jld.v1i2.17
Hamilton, M., & Richardson, J. (2007). An academic integrity approach to learning and assessment design. Journal of Learning Design, 2(1), 37-51. doi:10.5204/jld.v2i1.27
Hartfield, P. (2010). Reinforcing constructivist teaching in advanced level Biochemistry through the introduction of case-based learning activities. Journal of Learning Design, 3(3), 20-31. doi:10.5204/jld.v3i3.59
Isoardi, G. (2010). Evaluating the learning outcomes of an international field trip in postgraduate lighting design courses. Journal of Learning Design, 3(3), 36-44.
Keshavarz, M., & Baghdarnia, M. (2013). Assessment of student professional outcomes for continuous improvement. Journal of Learning Design, 6(2), 33-40. doi:10.5204/jld.v6i2.95
Kukulska-Hulme, A., Traxler, J., & Petit, J. (2007). Designed and user-generated activity in the mobile age. Journal of Learning Design, 2(1), 52-65. doi:10.5204/jld.v2i1.28
Lambert, S., & Brewer, C. (2007). 1st, 2nd and 3rd generation implementations of an elearning design: Re-use from postgraduate Law to block/online Engineering course. Journal of Learning Design, 2(2), 56-69. doi:10.5204/jld.v2i2.41
Latham, G., & Carr, N. (2012). Authentic learning for pre-service teachers in a technology-rich environment. Journal of Learning Design, 5(1), 32-42. doi:10.5204/jld.v5i1.101
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge Falmer.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Matheos, K., Daniel, B., & McCalla, G. (2012). Dimensions for blended learning technology: Learners' perspectives. Journal of Learning Design, 1(1), 56-76. doi:10.5204/jld.v1i1.9
Maybury, T., & Farah, C. (2010). Electronic blending in virtual microscopy. Journal of Learning Design, 4(1), 41-51. doi:10.5204/jld.v4i1.68
Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
McKee, A. (2007). Reality versus authenticity: Mapping the scaffolding needs for teaching intellectual skills for working in Television. Journal of Learning Design, 2(2), 43-55. doi:10.5204/jld.v2i2.40
Merrill, D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.
Morgan, C., & Cox, R. (2012). An authentic learning design for farm tours. Journal of Learning Design, 1(2), 66-72. doi:10.5204/jld.v1i2.18
Oliver, R., Herrington, A., Herrington, J., & Reeves, T. (2007). Representing authentic learning designs supporting the development of online communities of learners. Journal of Learning Design, 2(2), 1-21. doi:10.5204/jld.v2i2.36
Reushle, S., & Mitchell, M. (2012). Sharing the journey of facilitator and learner: Online pedagogy in practice. Journal of Learning Design, 3(1), 11-20. doi:10.5204/jld.v3i1.45
Rodrigo, R., & Nguyen, T. (2013). Supporting more inclusive learning with social networking: A case study of blended socialised design education. Journal of Learning Design, 6(3), 29-44. doi:10.5204/jld.v6i3.127
Ruyters, M., Douglas, K., & Law, S. (2011). Blended learning using role-plays, wikis and blogs. Journal of Learning Design, 4(4), 45-55. doi:10.5204/jld.v4i4.88
Schuetze, U. (2010). Spiral learning: An introductory course on reading LOTE online. Journal of Learning Design, 4(1), 24-31. doi:10.5204/jld.v4i1.66
Schultz, M. (2013). Embedding environmental sustainability in the undergraduate Chemistry curriculum: A moral imperative to combat climate change. Journal of Learning Design, 6(1), 33. doi:10.5204/jld.v6i1.107
Shipton, B. (2009). Problem based learning: Does it provide appropriate levels of guidance and flexibility for use in police recruit education? Journal of Learning Design, 3(1), 57-67. doi:10.5204/jld.v3i1.55
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Newbury Park, CA: Sage.
Swann, W. (2013). The impact of applied cognitive learning theory on engagement with e-learning courseware. Journal of Learning Design, 6(1), 74. doi:10.5204/jld.v6i1.119
Sweller, J., Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
Thomson, A., Bridgstock, R., & Willems, C. (2014). ‘Teachers flipping out’ beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design, 7(3), 67-78. doi:10.5204/jld.v7i3.209
Tom, M. (2015). Five Cs Framework: A Student-centered Approach for teaching programming courses to students with diverse disciplinary background. Journal of Learning Design, 8(1), 21-37. doi:10.5204/jld.v8i1.193
Willems, C. (2015). The 'gourmet' sausage factory: Keeping it human. Journal of Learning Design, 8(1), 79-94. doi:10.5204/jld.v8i1.197
DOI: http://dx.doi.org/10.5204/jld.v9i2.280
Article Metrics
Metrics powered by PLOS ALM
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 License.