Investigating Prospective Teachers as Learning Design Authors

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Author(s): Matthew Kearney (University of Technology, Sydney (UTS), Australia), Anne Prescott (University of Technology, Sydney (UTS), Australia)and Kirsty Young (University of Technology, Sydney (UTS), Australia)
Copyright: 2009
Pages: 19
Source title: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
Source Author(s)/Editor(s): Lori Lockyer (University of Wollongong, Australia), Sue Bennett (University of Wollongong, Australia), Shirley Agostinho (University of Wollongong, Australia)and Barry Harper (University of Wollongong, Australia)
DOI: 10.4018/978-1-59904-861-1.ch012

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

This chapter reports on findings from a recent project situated in the area of preservice teacher education. The project investigated prospective teachers authoring and using their own contextualised learning designs. The chapter describes how 17 secondary and primary preservice teachers adapted existing, well-researched learning strategies to inform the design of their own specific online learning tasks and how they implemented these tasks in the context of their teaching practicum. The prospective teachers used an online learning design authoring system as a tool and flexible ‘test-bed’ for their learning designs and implementation. An account of the ways in which the prospective teachers developed sophisticated understandings of their chosen learning strategy and developed fresh insights into online and face-toface teaching issues is presented.

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