Designing for inquiry-based learning with the Learning Activity Management System.
This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a q...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 3; pp. 238 - 252 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105343604&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105343604 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2009 vid: 25 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105343604 2010457800 10.1111/j.1365-2729.2008.00309.x 105343604 ppf: 238 ppct: 14 formats: tig: atl: Designing for inquiry-based learning with the Learning Activity Management System. aug: au: Levy P Aiyegbayo O Little S affil: CILASS, Information Commons, University of Sheffield, 44 Leaveygreave Road, Sheffield S3 7RD, UK. Email: p.levy@shef.ac.uk sug: subj: Learning Methods Software Design Faculty Attitudes Focus Groups Funding Source Interviews Pilot Studies Qualitative Studies Teachers Human ab: This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry-based learning pedagogy and in their approaches to inquiry-based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher-led conceptions of, and approaches to, inquiry-based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry-based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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