Making explicit our theories of teaching and learning: Designs that motivate our work as instructional designers

Mike Keppell

    Research output: Book chapter/Published conference paperConference paperpeer-review

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    Abstract

    This paper examines the explicit design principles used to create an authentic learning module for a medical problem-based learning curriculum. It examines the 'design' process utilised by an instructional designer in the conceptualisation of a project. Secondly the paper focuses on epistemological beliefs of instructional designers and the need for designers to articulate their learning design for evaluation and research purposes. The third aspect of the paper outlines the learning design for the Sensitive Examination Technique (SET): Cervical Screening module.
    Original languageEnglish
    Title of host publicationInteract, Integrate, Impact, 20th Annual Conference of the Australasian Society for Computers in Tertiary Education.
    EditorsG. Crisp, D. Thiele, I. Scholten, S. Barker, J. Baron
    Place of PublicationAustralia
    PublisherASCILITE
    Pages633-637
    Number of pages5
    Volume2
    ISBN (Electronic)0975170201
    Publication statusPublished - 2003
    EventAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education - Adelaide, Australia, Australia
    Duration: 07 Dec 200310 Dec 2003

    Conference

    ConferenceAnnual Conference of the Australasian Society for Computers in Learning in Tertiary Education
    Country/TerritoryAustralia
    Period07/12/0310/12/03

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