ALT Open Access Repository

Scaling up a learning technology strategy: Supporting student/faculty teams in learner‐centred design

Carey, Tom and Harrigan, Kevin and Palmer, Antonia and Swallow, Jonathan (1999) Scaling up a learning technology strategy: Supporting student/faculty teams in learner‐centred design. Association for Learning Technology Journal, 7 (2). pp. 15-26. ISSN 0968-7769

[img]
Preview
PDF
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (982Kb) | Preview

    Abstract

    Many post‐secondary institutions are experiencing the challenge of scaling up their learning technology initiatives without a matching increase in staff resources. This mismatch is particularly acute at the design stage of projects, where both domain knowledge and instructional design expertise are needed. To address this, we are developing structures and tools for a small cadre of instructional design experts to support a growing number of learning technology projects developed by student/faculty teams. One of these tools, the Learner‐Centred Design Idea Kit, is an interactive WWW‐based resource now in a fourth iteration of use in an undergraduate course, Designing Learning Activities with Interactive Multimedia. The course and the LCD Idea Kit which supports it are part of a larger institutional strategy to introduce technology‐enabled change in the learning process, working ‘bottom‐up’ with individual faculty and using the LCD Idea Kit to scale up the course across multiple university departments. In this paper, we describe the course and the Kit in detail and provide and overview of our current status and lessons learned.

    Item Type: Article
    Subjects: L Education > LB Theory and practice of education
    L Education > LC Special aspects of education > LC1022 - 1022.25 Computer-assisted Education
    Divisions: ALT-J Journal
    Depositing User: Justin Smith
    Date Deposited: 10 Apr 2009 11:36
    Last Modified: 04 Apr 2011 10:17
    URI: http://repository.alt.ac.uk/id/eprint/298

    Actions (login required)

    View Item