ORCID Profile
0000-0002-3348-9311
Current Organisation
James Cook University
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Publisher: Informa UK Limited
Date: 09-06-2013
Publisher: Edith Cowan University
Date: 06-2013
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 27-04-2018
DOI: 10.14742/AJET.4390
Abstract: Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is able to contribute to a better understanding of the complexity of this field of educational research and practice. It also showcases some of the cutting edge work currently conducted internationally in Learning Design research and development
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4205-8.CH004
Abstract: Moving a course to a blended, online, or distance environment prompts some level of course evaluation and re-design. Having an understanding of the teaching process, both within and across the disciplines, can have a profound effect in developing a cohesive academic program. With an understanding of pedagogy, an effective course developer can implement positive pedagogical change without undermining a discipline’s integrity. The course developer needs to have an awareness not only of how, but of what and why knowledge is taught within a discipline. An in-depth understanding of a subject cannot be achieved by a few generalized sessions with an academic. In a face-to-face setting, poor course design can often be compensated for by an astute academic where physical cues can be received directly from the students and delivery can be immediately adjusted accordingly. In online or distance learning, however, it can be harder to gauge student concern, so poor course design can have a devastating effect on student learning. This chapter highlights the importance of contextualising pedagogical instruction within a discipline when undertaking course evaluation and/or redesign.
Publisher: IGI Global
Date: 04-2012
Abstract: In this paper, the authors revisit the pre-service teacher practicum experience and propose that mobile technology, with its ability to provide instant communication and immediate access to resources, could minimise the “disconnect” between theory and the school classroom and improve the experience for all parties involved. However, before this project began, the wide-ranging ethical considerations surrounding the use of mobile technologies had to be addressed. This paper outlines a range of issues that should be considered whenever mobile technologies are to be employed when researching in schools.
Publisher: Springer Science and Business Media LLC
Date: 09-2020
Location: Australia
No related grants have been discovered for Leanne Cameron.