Relevant bibliographies by topics / Learning by Design

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning by Design'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Learning by Design"

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Hasırcı, Deniz, Zeynep Tuna Ultav, Hande Atmaca, and Seren Borvalı. "Learning from Turkish modern furniture design." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 126–34. http://dx.doi.org/10.18844/gjhss.v2i1.289.

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S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational process.
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Dohn, Nina Bonderup, Mikkel Godsk, and Lillian Buus. "Learning Design." Tidsskriftet Læring og Medier (LOM) 12, no. 21 (May 20, 2019): 20. http://dx.doi.org/10.7146/lom.v12i21.112639.

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Feltet Learning Design har de seneste år inspireret adskillige uddannelsesudviklingsprojekter på de videregående uddannelser i Danmark. Dette er bl.a. synliggjort gennem to numre af Tidsskriftet Læring og Medier (LOM) med dette fokus i 2016. Imidlertid eksisterer der divergerende opfattelser af, hvad Learning Design er. Dette skyldes på den ene side en tilsvarende divergens i den internationale forskning og praksis, der har inspireret udviklingen i Danmark; og på den anden side at Learning Design er blevet integreret med den allerede eksisterende pædagogiske forskning og praksis i dansk kontekst. I denne artikel til jubilæumsnummeret af LOM redegør vi for tre hovedtilgange inden for Learning Design i dansk sammenhæng: "Pedagogical patterns", "Underviseren som designer" og "Didaktisk design". De tre tilgange er eksemplificeret ved hjælp af i alt fire cases fra videregående uddannelsesinstitutioner i Danmark. Vi argumenterer for, at der på tværs af de tre tilgange er seks kendetegn, der gør sig gældende: Inddragelse og operationalisering af pædagogisk teori, Undervisere som aktive og bevidste designere i en designproces, Fokus på de studerendes læring, Inddragelse af designredskaber, Bæredygtighed samt Teknologi i undervisningen.
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Baron, Georges-Louis. "« Learning design »." Recherche & formation, no. 68 (December 1, 2011): 109–20. http://dx.doi.org/10.4000/rechercheformation.1565.

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Toetenel, Lisette, and Bart Rienties. "Learning Design – creative design to visualise learning activities." Open Learning: The Journal of Open, Distance and e-Learning 31, no. 3 (August 26, 2016): 233–44. http://dx.doi.org/10.1080/02680513.2016.1213626.

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Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (December 15, 2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper highlights the ways students capture and organise urban information and construct their intervention contexts. The study points out that time, flow and narrative are key in transforming understanding of context. Based on such three aspects, the data reveals the unseen urban patterns, emerging in the imbalance relationship between user and the environment, the disconnection of urban services, and the hidden variety of urban experience. The study reflects how these urban patterns informs the ways students define and situate themselves in the context, shifting existing ideas of context and its corresponding methodologies in the architectural education.
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Alonso, Fernando, Genoveva López, Daniel Manrique, and José María Viñes. "Learning objects, learning objectives and learning design." Innovations in Education and Teaching International 45, no. 4 (November 2008): 389–400. http://dx.doi.org/10.1080/14703290802377265.

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Blanton, Morgan Vassey, and Linda C. Pacifici. "Learning by Design." Journal of Effective Teaching in Higher Education 3, no. 2 (December 10, 2020): 1–11. http://dx.doi.org/10.36021/jethe.v3i2.97.

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This article reports on an application of a SoTL research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions could result in improved student learning outcomes for the teacher education students. Insights from the student responses and course materials are discussed as well as implications for teaching and learning in a teacher education program.
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Kalantzis, Mary, and Bill Cope. "Learning by Design." E-Learning and Digital Media 7, no. 3 (January 2010): 198–99. http://dx.doi.org/10.2304/elea.2010.7.3.198.

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FUKUDA, Shuichi. "Learning Strategic Design." Proceedings of Design & Systems Conference 2020.30 (2020): 2102. http://dx.doi.org/10.1299/jsmedsd.2020.30.2102.

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Dissertations / Theses on the topic "Learning by Design"

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Balis, Gerasimos. "Learning to design learning through design : service design and experientially acquired entrepreneurial learning." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124503/.

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The study examines the contribution of the emerging practice of Service Design in Entrepreneurial Learning, or the creation of knowledge that supports shaping and managing new ventures. It is supported by an empirical investigation spanning a pilot study and two case studies in the contexts of enterprise education for nascent entrepreneurs and Service Design consultations with mature entrepreneurs. Three main research questions are addressed, namely what is the focus of service design activities in entrepreneurship, what types of entrepreneurial knowledge are generated through service design activities and how does the transformation of experience to entrepreneurial learning take place in Service Design. The Service Design process in both case studies was deconstructed through a learning lens applying a framework that captures the contribution of individual activities in learning, namely capturing the domain of knowledge they relate to – ie. the current situation, a potential future situation or the implementation of a specific idea, as well as the way in which they contribute to new knowledge creation. Moreover experiential learning theory was mobilised due to its broad scope and previous use in both fields, to capture the process of experience transformation into new knowledge. The findings of the study highlight a focus on implementation in Service Design activities, through analysis of the current situation and modelling of various aspects of the venture. The main types of knowledge generated are service specifications user insights as well as insights about being entrepreneurial, namely the importance of empathy and Service Design as an approach to opportunity development. Experience is transformed to knowledge primarily through exploitation and assimilative learning based on abstract conceptualisation.
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Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills for enacting learning designs.
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Thomson, Rory. "Public Design : Learning alternatives together." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97615.

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The project I describe in this report took place over the course of three months, coinciding with the outbreakof the coronavirus pandemic, and is the culmination of my BA in “Design + Change”. Inherent in this courseis a proposition that is central to my work here.The “Design + Change” programme covers a wide range of Design practices, and offers an overview of manypressing issues in need of socially and environmentally sustainable change. As I see it, the rubric of “Change”appeals to a sense of Urgency; and “Design” is a promising site of Agency. These two keywords have beencentral to my project from the beginning, and when brought together, I believe they make an appeal to values.Between the Urgency and the Agency of the present moment, is Crisis. “Crisis”, from the Ancient Greek,krinein, means: “to choose, to decide”. We are currently in a position of empirical urgency, but we are alsoin subjective and intersubjective crisis. Not only is the environment under threat, but so is the public realmwhich is vital for concerted action. It is increasingly common to feel that it is “easier to imagine the end of theworld than the end of capitalism”1, and maybe most alarmingly, it is harder and harder to sustain constructivedialogue about any of the crises we face with those we don’t agree with. If we want to overcome this impasse,we have to collectively entertain basic questions about how we want to live and what we want to live for.The work I detail here aims to provide fruitful answers to my carefully assembled research question:“How do I sustain myself while working towards Sustainment?”(Sustainment is the view of sustainability concerned with the long-term existence of life on Earth, and distinctfrom its pervasive, hollowed-out version, given in to the marketing of “sustainable consumerism”.)In my framing of this project I made the deliberate choice to remain consistent with this urgency even if thistranscended the boundaries of design. This approach is captured perfectly in Naomi Klein’s adage that “Thereare no non-radical options left on the table”.This project comes out of is an uncompromising curiosity for the kinds of practices that might evoke theagency to bring about meaningful systemic transformation, whether or not they are understood as design. Itis a process of “prototyping” these kinds of practices with others, since we are all designers and everything isdesigned.This was only possible, however, after taking an unflinching look at disciplines’, professions’ and employment’srole in driving change.The “method” that came out of this is the confluence of Learning (Pedagogy, research), Alternatives (Prefigurativepolitics), Together (Participatory Design, Design Activism).
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Ekholm, Helena. "Learning Through Level Design : Using a learning taxonomy to map level design to pedagogy." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9471.

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Entertainment games are known for their motivational and engaging benefits when it comes to teaching the player how to play games. Still, there is little research about the connection between pedagogy and entertainment games. This knowledge could be used to develop educational games that utilize those sought after benefits of engagement and motivation. The purpose of this research is therefore to conduct a case study that identifies the underlying pedagogical elements in the level design components game progression and pacing in the entertainment game Space Team: Pocket Planets. The results show that by breaking down gameplay into level design components, used to teach the player how to play the game, and mapping them to a learning taxonomy, the pedagogical elements that corresponds to those components can be identified. This information can be used as a method when it comes to evaluating the pedagogy present in other games and to bridge the knowledge gap between game designers of educational and entertainment games.
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Kehoe, Colleen Mary. "Supporting critical design dialog." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.

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Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
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Vujovic, Milica. "Studying collaborative learning space design with multimodal learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.

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Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have explored how learning spaces can play a role in inhibiting or encouraging student participation in active learning tasks, such those applying collaborative learning methods. However, the methods used in these studies have provided limited empirical evidence on the effects that specific design elements of collaborative learning spaces have on student behaviour. In this context, technological advances in data capture and analysis tools offer new opportunities and challenges to overcome this lack of evidence. In particular, the potential to advance learning space research through approaches involving Multimodal Learning Analytics (MMLA) is becoming increasingly clear. This dissertation contributes to emerging MMLA research by aiming to disentangle the effects of space design elements and their interaction with other learning design elements in order to help broaden the evidence-based design spectrum with more fruitful learning. In particular, the thesis focuses on the interaction of table shapes in learning spaces with the group size learning design element. The dissertation also explores the relevant, but often neglected, gender perspective. An experimental design methodology is applied with the objective of answering research questions related to: (1) the differences in student behaviour when two table shapes and two group sizes are used; (2) indicators relevant to collaborative learning space research; and (3) data collection, analytical, and visualisation techniques. Contributions include the first empirical evidence about the influence of table shape on student behaviour, including effects arising from the interaction of table shape with group size and student gender. In addition, the dissertation offers a new case that discusses MMLA indicators in this field and explores how motion capture, temporal analysis, and aggregated visualisation can contribute to collaborative learning space research.
Ha habido avances importantes en la investigación en el ámbito del diseño para el aprendizaje efectivo basado en evidencias. Por ejemplo, en el ámbito del aprendizaje colaborativo, se han conseguido evidencias sobre algunos elementos importantes de su diseño, como los métodos para estructurar las secuencias de actividades, las técnicas de formación de grupo o la tecnología que media la colaboración. Sin embargo, el avance ha sido más limitado en el área del diseño de los espacios físicos para el aprendizaje colaborativo. Contradictoriamente, la investigación sobre los espacios de aprendizaje y su impacto en la educación han sido objeto de investigación durante décadas. Estudios existentes han explorado cómo los espacios de aprendizaje juegan un papel en inhibir o favorecer la participación de los estudiantes en tareas de aprendizaje activo, como las que aplican métodos de aprendizaje colaborativo. Sin embargo, los métodos utilizados en estos estudios han generado muy pocas evidencias empíricas sobre los efectos que elementos específicos de esos espacios tienen en el comportamiento de los estudiantes. En este contexto, los avances en las tecnologías para la captura y el análisis de datos ofrecen nuevas oportunidades, y retos, para cubrir esta falta de evidencias. En particular, el potencial de la Analítica de Aprendizaje Multimodal (MMLA, de sus siglas en inglés) se está vislumbrando como especialmente prometedor para avanzar la investigación sobre los espacios de aprendizaje. Esta tesis doctoral contribuye al campo emergente de MMLA con el objetivo de desgranar los efectos de los elementos de diseño en los espacios de aprendizaje y su interacción con otros elementos de diseño para el aprendizaje. El objetivo último es ampliar el espectro del diseño basado en evidencias para el aprendizaje efectivo. Para ello, la tesis se centra en estudiar la interacción de las formas de las mesas con el tamaño de grupo, como elementos de diseño sobre el espacio y sobre el método de aprendizaje. La tesis también explora la perspectiva de género, una perspectiva relevante pero no suficientemente considerada en el ámbito. La metodología empleada es de diseño experimental y se plantean preguntas de investigación relacionadas con: (1) las diferencias en el comportamiento de los estudiantes cuando se utilizan dos tipos de mesas y tamaños de grupo; (2) los indicadores de analítica de aprendizaje relevantes en la investigación de espacios de aprendizaje colaborativo; (3) las técnicas para la recogida, el análisis y la visualización de datos. Las contribuciones de la tesis incluyen unas primeras evidencias científicas sobre la influencia de las formas de las mesas en el comportamiento de los estudiantes, considerando la interacción con el tamaño de grupo y el género. Además, la tesis también ofrece un nuevo caso de recogida de datos que permite revisar la validez de indicadores MMLA propuestos en el campo y explorar como aproximaciones de captura de movimiento, análisis temporal y visualización avanzada pueden contribuir a la investigación en espacios para el aprendizaje colaborativo.
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Timmers, Kendell M. (Kendell MacQueen) 1978. "Learning together better : the structured design of learning teams." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17729.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2004.
Includes bibliographical references (p. 105-110).
There is a great need among educators for a way to quickly assign teams in large or distance learning classrooms in a manner superior to random assignment or student self-selection. Forming teams based on knowledge of students' characteristics is too time-consuming for large classrooms, yet research has shown that the characteristics of individuals greatly affect the quality of the teamwork experience. This thesis provides an automated method to quickly assign students to teams based on individual characteristics. We begin with a thorough review of the literature on how individuals' characteristics affect team behavior, focusing on the level of diversity of four main classes of traits - knowledge/skills/abilities, demographics, personality, and motivation. By forming teams that have diversity on some of these traits and homogeneity on others, we will be able to improve performance over randomly assigned teams. We frame this problem from a group dynamics perspective, measuring the compatibility of every dyad of students within a team. We propose, for several group environments, which traits should be homogeneous and which heterogeneous, and how important each trait is, and use these values to create an equation for a student compatibility score, a number representing how well a pair of students will work together. We then simulate team assignment to determine which of several heuristics is most efficient. A combination of random generation and pairwise exchange is found to be the best, forming teams with average compatibilities 307% higher than the average randomly generated team. The code for this program is included in the appendices.
(cont.) Additionally, we perform a classroom experiment in which sections of a class are divided into teams by three different methods - random assignment, intuition, and the method devised above. Although the experimental design was flawed, the results were encouraging, demonstrating that average student compatibility on a team was significantly positively associated with both the resulting team grade and the students' perception of how much they learned about teamwork. For a more detailed executive summary of this work, please see the Structure of the Thesis section on page 16.
by Kendell M. Timmers.
S.M.
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Jha, Pushkar P. "Strategic learning in design contests." Thesis, City University London, 2007. http://openaccess.city.ac.uk/8500/.

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This dissertation examines strategic learning as learning from events and experiences that have significant consequences for organisational survival in a competitive environment. The study is centred on design contest as repeat event systems that in their time bracketed generational progression, provide for an ideal setting to analyse such learning. Convergence that constrains experimentation to a few elements that define the strategic configuration of organisations is posited as a natural consequence of performance feedback. Strategic learning is seen to be manifested in the interplay of behavioural and cognitive attributes that moderate such convergence. Effective strategic learning is seen as key to distinguishing `winners' from the `also-rans' where the former counter overt convergence by striking a balance between `searching for the competitive edge' and `creating the competitive edge'. In its conceptualisation of strategic learning, study design, and selection of research sites, the study successfully navigates most of the problems that have confounded research in the relatively nascent area of strategic learning. The dissertation comprises three empirical studies. The first two are based in the quasi-experimental settings of a robotic design contest called Robot Wars where the strategic learning model emerges by an examination of convergence as consequence of performance feedback, and the factors that moderate it. The last study is based on the sequential event system of movie-sequels to provide external validity to the study. The study presents the first comprehensive examination of strategic learning in repeat event systems. It provides empirical evidence for the effect of performance feedback on convergence, and the consequences this has for future performance. Evidence for the interplay of behavioural and cognitive forces in moderating convergence for effective strategic learning, completes the strategic learning model that this dissertation delivers as a contribution to research and managerial practice.
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Sim, Siang Kok. "Modelling of learning in design." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248557.

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Books on the topic "Learning by Design"

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Koper, Rob, and Colin Tattersall, eds. Learning Design. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/b138966.

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Dalziel, James, ed. Learning Design. New York : Routledge is an imprint of the Taylor & Francis: Routledge, 2015. http://dx.doi.org/10.4324/9781315693101.

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Kalantzis, Mary. Learning by design. Champaign, IL: Common Ground Publishing LLC, 2014.

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Harris, Stewart. Design for Learning. York: Institute of Advanced Architectural Studies, University of York, 1986.

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Niederst, Jennifer. Learning Web design. 3rd ed. Sebastopol, CA: O'Reilly Media, 2007.

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Kimbell, Richard, and Kay Stables. Researching Design Learning. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5115-9.

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Churchill, Daniel, Jie Lu, Thomas K. F. Chiu, and Bob Fox, eds. Mobile Learning Design. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0027-0.

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E-learning by design. 2nd ed. San Francisco: Jossey Bass, 2011.

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Design for multimedia learning. London: Prentice Hall, 1997.

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Taggart, Jim. Busby: Learning sustainable design. Gatineau, QC: Janam Publications, 2007.

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Book chapters on the topic "Learning by Design"

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Sims, Roderick. "Which Learning Theories Learning theories ?" In Design Alchemy, 49–61. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02423-3_4.

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Elmore, Richard F. "Design as Learning, Learning as Design." In Understanding Teaching-Learning Practice, 47–62. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7155-3_4.

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van Rosmalen, Peter, and Jesús Boticario. "Using Learning Design to Support Design and Runtime Adaptation." In Learning Design, 291–301. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_18.

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Paquette, Gilbert, Olga Marino, Ileana de la Teja, Michel Léonard, and Karin Lundgren-Cayrol. "Delivery of Learning Design: the Explor@ System’s Case." In Learning Design, 311–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_20.

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Paquette, Gilbert, Ileana de la Teja, Michel Léonard, Karin Lundgren-Cayrol, and Olga Marino. "An Instructional Engineering Method and Tool for the Design of Units of Learning." In Learning Design, 161–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_9.

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Angeline, D. Magdalene Delighta, T. Prabakaran, and I. Felcia Jerlin. "Learners' Learning Using Design Thinking Learning Approach (DTLA) with Machine Learning." In Design Thinking, 87–99. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003189923-7.

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McArthur, Ian, Luona Zhang, and Fang Xu. "Un-learning/Re-learning: Towards Pluriversal Co-design." In [ ] With Design: Reinventing Design Modes, 1377–96. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4472-7_90.

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Davis, Brent, Krista Francis, and Sharon Friesen. "Learning." In STEM Education by Design, 13–34. New York: Routledge, 2019 |: Routledge, 2019. http://dx.doi.org/10.4324/9780429025143-2.

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Davis, Adam L. "Groovy Design Patterns." In Learning Groovy, 31–34. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2117-4_6.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen, and Patrick R. Lowenthal. "Concurrent Design: Preplanning and Design Tasks." In Web-Based Learning, 183–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_6.

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Conference papers on the topic "Learning by Design"

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Yolac, Ahu. "Virtual Learning Spaces: Designing Learning and Learning to Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01082.

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Roque, Ricarose, and Mariana Aki Tamashiro. "Making Learning Visible in Constructionist Learning Contexts." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3534093.

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Jackson, Dennis G., and Terry Wright. "An Intelligent/Learning Axial Fan Design System." In ASME 1991 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/91-gt-027.

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A computer-based axial fan design system has been developed that allows the designer to rapidly obtain a preliminary axial fan design. Program FANDES allows the designer two options to determine the preliminary design parameters for a single-stage axial fan. The first option allows the designer the ability to design an axial fan using conventional blade-element design techniques. The second option enables the designer to search a database of previously designed fans for a set of scaled fans that will satisfy the current design point requirements. The designer can then refine one of the fans in this set to possibly improve the selected fan’s performance. The database of fans is utilized and maintained by FANDES and new fans are added at the user’s request. This allows for an intelligent program that is constantly learning from previous designs. As more fans are designed and saved to the database the design process becomes more of a selection and refinement process of previously designed fans.
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Romadhon, Muhammad Imron, Suprapto, Onky Muhammad, and Nur Qomariyah. "Instructional Design Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377583.

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Hartfield, B., Terry Winograd, and John Bennett. "Learning HCI design." In the twenty-third SIGCSE technical symposium. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/134510.134559.

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Al-Nory, Malak T., and Diane A. Igoche. "Learning by design." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380564.

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Godsk, Mikkel, Jens B. Bennedsen, and Rikke F. Hougaard. "LEARNING DESIGN, LEARNING ANALYTICS, AND LEARNING MANAGEMENT SYSTEMS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1474.

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Sampson, Demetrios G., Panagiotis Zervas, and Sofoklis Sotiriou. "From Learning Objects Repositories to Learning Design Repositories: The COSMOS Learning Design Repository." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.89.

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Lockyer, Lori, and Shane Dawson. "Where learning analytics meets learning design." In the 2nd International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2330601.2330609.

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"E-LEARNING DESIGN THINKING AND DESIGN DRIVEN INNOVATION." In 15th International Conference on e-Learning. IADIS Press, 2021. http://dx.doi.org/10.33965/el2021_202104l010.

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Reports on the topic "Learning by Design"

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Daily, B., J. Loveland, and A. Whatley. Team learning center design principles. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/90733.

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
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Allhutter, Doris, ed. Memories, performativities and (un)learning in design. Vienna: self, 2012. http://dx.doi.org/10.1553/ita-pa-da-12-1.

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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
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Chen, Chien-An, and Ming-Chih Lin. Adaptive-Learning Regeneration Controller Design for Electric Vehicles. Warrendale, PA: SAE International, October 2013. http://dx.doi.org/10.4271/2013-32-9018.

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Waaili, Salim A., Sally Byrd, Susan Conrad, Ryan Curran, Susan Dass, Shantell Hampton, George Koduah, Debra Moore, and James Turner. Learning Asset Technology Integration Support Tool Design Document. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada523974.

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Brode, Juli. designBridge: Integrating Transportation into Service Learning Design/Build Projects. Portland State University Library, December 2012. http://dx.doi.org/10.15760/trec.26.

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Min, Seoha, and Jennifer Yurchisin. Problem Based Learning: Jeanswear Design for Rare Disease Day. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-84.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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