Nan Bahr

Middle years teacher education: New programs and research directions

Publisher: Springer Science and Business Media LLC

Date: 08-2007

DOI: 10.1007/BF03216858

Technological Barriers to Learning: Designing Hybrid Pedagogy To Minimise Cognitive Load and Maximise Understanding

Publisher: Springer Netherlands

DOI: 10.1007/978-1-4020-3024-6_5

Different strokes for different folks

Publisher: Queensland University of Technology

Date: 15-07-2013

DOI: 10.5204/JLD.V6I2.167

The influence of theory and student feedback on learning design

Publisher: Queensland University of Technology

Date: 02-03-2017

DOI: 10.5204/JLD.V10I2.297

Abstract: The papers in this issue put paid to the simplistic objective binary that teachers teach and students learn. The complex reality is that teachers design and scaffold student learning experiences based on theoretical constructs and discipline standards. Xia ( em this /em issue) concisely explains that “goals are set in order to reach a specific performance outcome” and that “learning outcomes can be defined in general as acting as a benchmark for ensuring teaching quality” (p. 25). These experiences are then customised to meet particular student needs and contexts and, in turn, modified for logistical reasons such as timing or access to human and physical resources. span style="font-size: 10px " The main reason for modification, however, is clearly from student feedback. This feedback, in turn, is substantively drawn from affective responses and inherent goals and capacities which can include: prior experience, background, personality, academic background, interests, cognitive ability, quality of teaching and student expectation (Xia, /span em style="font-size: 10px " this issue /em span style="font-size: 10px " ). /span

Emphasising the learning in Learning Design

Publisher: Queensland University of Technology

Date: 20-02-2011

DOI: 10.5204/JLD.V4I2.70

Learning Design: Framing for an eclectic community

Publisher: Queensland University of Technology

Date: 20-02-2010

DOI: 10.5204/JLD.V4I1.63

The 10 Year Discussion

Publisher: Queensland University of Technology

Date: 12-2015

DOI: 10.5204/JLD.V8I3.249

Making learning design explicit and shareable

Publisher: Queensland University of Technology

Date: 30-09-2016

DOI: 10.5204/JLD.V9I2.284

Abstract: The five papers in this issue of the Journal of Learning Design attempt to tidy up the messiness of learning design. They enact the objective suggested by Conole and Wills (2013) that learning design should make the design process itself “more explicit and shareable” (as cited in Rankin, Haggis, Luzeckyj and Gare, em this issue /em , p. 15). Removing the messiness is an important first step to sharing practice in clear unambiguous ways.

Reflecting on the work of preparing teachers

Publisher: Informa UK Limited

Date: 02-2009

DOI: 10.1080/13598660802616401

The consilience of learning design

Publisher: Queensland University of Technology

Date: 30-11-2014

DOI: 10.5204/JLD.V7I3.223

What Matters in Higher Education A meta-analysis of a decade of learning design

Publisher: Queensland University of Technology

Date: 30-09-2016

DOI: 10.5204/JLD.V9I2.280

Abstract: class="JLDAbstract" The Journal of Learning Design (JLD) has had a relatively short history of open-access peer-reviewed publication in the broad field of multidisciplinary pedagogy and learning design in higher education with a focus on the innovative use of technology. It began in 2005 and its decade of publication has coincided with a period of great volatility in higher education largely wrought by technology and changes in the demographics and location of our student populations. During this decade, learning design has received growing attention as educational institutions have grappled with shifts to blended learning, incorporation of Web 2.0 technologies in course offerings, and conduct of fully online program suites. MOOCs, certification and badging have swept us off our feet at the same time as increasing scrutiny has been applied to ensure program quality and more efficient delivery methods. The Journal of Learning Design (JLD) has been a contemporaneous witness to this period of change and, along with others of its ilk, has provided an authentic discourse of how our authors, who identify as system leaders, academics and learning designers, have addressed the challenge of a changing learning environment.

Multiple approaches to understanding and engagement: Entry points

Publisher: Queensland University of Technology

Date: 10-03-2013

DOI: 10.5204/JLD.V6I1.126

Aligning School Reform and Teacher Education Reform in The Middle Years: An Australian case study

Publisher: Informa UK Limited

Date: 04-2003

DOI: 10.1080/10476210309389

Problem spaces in learning design

Publisher: Queensland University of Technology

Date: 11-03-2014

DOI: 10.5204/JLD.V7I1.195

Reconceptualizing the possible narratives of adolescence

Publisher: Springer Science and Business Media LLC

Date: 08-2007

DOI: 10.1007/BF03216860

Course cohesion: An elusive goal for tertiary education

Publisher: Queensland University of Technology

Date: 20-02-2011

DOI: 10.5204/JLD.V4I4.86

Single questions: Multiple answers for multiple settings

Publisher: Queensland University of Technology

Date: 03-04-2016

DOI: 10.5204/JLD.V9I1.265

Abstract: The six papers in this issue of the em Journal of Learning Design /em deal with some of the perennial questions facing educators and learning designers in higher education. In this issue, university teachers in differing disciplines and from different institutions consider the questions that they find most perplexing. This includes wondering if putting lectures online will affect student attendance, how to set up group work to achieve a fair balance of skills and dispositions and if students have achieved the competency standards that we believe they have. One paper in this issue looks at how academics might meet to regularly and meaningfully share experiences while another asks how to get teaching staff enthusiastic about a new model of teaching, here problem-based learning in small group settings. One author takes a quite technical look at digital objects and works through how these characteristics can affect their learning potential. These are not isolated concerns and the wisdom of the authors in this issue will surely assist others in arriving at their own localised contextualised solutions

Diversity of accuracy profiles for absolute pitch recognition

Publisher: SAGE Publications

Date: 2005

DOI: 10.1177/0305735605048014

Abstract: Most advanced musicians are able to identify and label a heard pitch if given an opportunity to compare it to a known reference note. This is called ‘relative pitch’ (RP). A much rarer skill is the ability to identify and label a heard pitch without the need for a reference. This is colloquially referred to as ‘perfect pitch’, but appears in the academic literature as ‘absolute pitch’ (AP). AP is considered by many as a remarkable skill. As people do not seem able to develop it intentionally, it is generally regarded as innate. It is often seen as a unitary skill and that a set of identifiable criteria can distinguish those who possess the skill from those who do not. However, few studies have interrogated these notions. The present study developed and applied an interactive computer program to map pitch-labelling responses to various tonal stimuli without a known reference tone available to participants. This approach enabled the identification of the elements of sound that impacted on AP. Pitch-labelling responses of 14 participants with AP were recorded for their accuracy. Each participant’s response to the stimuli was unique. Their accuracy of labelling varied across dimensions such as timbre, range and tonality. The ersity of performance between in iduals appeared to reflect their personal musical experience histories.

Breaking the pattern: Creative voices

Publisher: Queensland University of Technology

Date: 28-02-2015

DOI: 10.5204/JLD.V8I1.230

Thinking Critically about Critical Thinking in Higher Education

Publisher: Georgia Southern University

Date: 07-2010

DOI: 10.20429/IJSOTL.2010.040209

Book Reviews

Publisher: Informa UK Limited

Date: 12-2007

DOI: 10.1080/10349120701654662

Leadership Enabling Effective Pedagogic Change in Higher Education

Publisher: Springer International Publishing

Date: 06-11-2014

DOI: 10.1007/978-3-319-09271-3_14

Macro to micro Learning Design: From coarse/course to fine grain student interactions

Publisher: Queensland University of Technology

Date: 20-02-2011

DOI: 10.5204/JLD.V4I4.83

Perspectives on Schooling from Early Adolescent Video Diaries

Publisher: Common Ground Research Networks

Date: 2013

DOI: 10.18848/2327-0144/CGP/V19I04/49112

Targeted timely learning support

Publisher: Queensland University of Technology

Date: 02-04-2012

DOI: 10.5204/JLD.V5I1.103

Triple-Mode Cavity Bandpass Filter on Doublet With Controllable Transmission Zeros

Publisher: Institute of Electrical and Electronics Engineers (IEEE)

Date: 2017

DOI: 10.1109/ACCESS.2017.2696120

University Of Adelaide

Location: Australia

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University Of Queensland

Location: Australia

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Queensland University Of Technology Faculty Of Education

Location: Australia

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Flinders University

Location: Australia

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Southern Cross University

Location: Australia

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Griffith University

Location: Australia

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Brisbane College Of Advanced Education

Location: Australia

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Disciplinarity And Classroom Practice: Epistemological Issues In The Analysis And Improvement Of Teaching And Learning.

Start Date: 2006

End Date: 2008

Funder: Australian Research Council

Project DP140101431

Start Date: 2014

End Date: 2016

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0663300

Start Date: 2006

End Date: 11-2008

Amount: $269,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP140101431

Start Date: 2014

End Date: 06-2018

Amount: $349,000.00

Funder: Australian Research Council