Making learning design explicit and shareable

Margaret Lloyd, Nan Bahr

Abstract


The five papers in this issue of the Journal of Learning Design attempt to tidy up the messiness of learning design. They enact the objective suggested by Conole and Wills (2013) that learning design should make the design process itself “more explicit and shareable” (as cited in Rankin, Haggis, Luzeckyj and Gare, this issue, p. 15). Removing the messiness is an important first step to sharing practice in clear unambiguous ways.


Full Text:

PDF


DOI: http://dx.doi.org/10.5204/jld.v9i2.284
Abstract Views:
301
Views:
PDF
133

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License.



Contact | Announcements | © Queensland University of Technology | ISSN: 1832-8342