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Journal articles on the topic 'Learning by Design'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Fraser, Jemima. "Learning by Design." Journal of Art & Design Education 16, no. 1 (February 1997): 55–60. http://dx.doi.org/10.1111/1468-5949.00056.

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12

Duchastel, Philippe. "Learning Environment Design." Journal of Educational Technology Systems 22, no. 3 (March 1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.

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Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

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13

Hartfield, B., Terry Winograd, and John Bennett. "Learning HCI design." ACM SIGCSE Bulletin 24, no. 1 (March 1992): 246–51. http://dx.doi.org/10.1145/135250.134559.

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14

Landsberger, Joe. "Learning by design." TechTrends 49, no. 5 (September 2005): 6–10. http://dx.doi.org/10.1007/bf02763682.

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15

Landsberger, Joe. "Learning by design." TechTrends 49, no. 6 (November 2005): 6–10. http://dx.doi.org/10.1007/bf02763723.

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16

Zhang, Changjun. "Machine-learning design." Nature Energy 3, no. 7 (July 2018): 535. http://dx.doi.org/10.1038/s41560-018-0210-4.

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17

Bennett, Erica. "Learning by Design." Bulletin for the Study of Religion 51, no. 1 (November 8, 2022): 35–38. http://dx.doi.org/10.1558/bsor.23549.

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The January 6, 2020 insurrection at the United States Capitol Building confirmed and challenged many people’s assumptions about how religion functions in society. As the events of that day continue to be reviewed by government officials, scholars, and public audiences, the Uncivil Religion Project has become an invaluable resource in those endeavors. Spearheaded by Prof. Mike Altman at the University of Alabama and Jerome Copulsky and Peter Manseau from the Smithsonian National Museum of American History, the collaborative web project is both a media-rich digital archive and scholarly anthology on this pivotal historical moment. Altman led a team of graduate students in the University of Alabama’s Religion in Culture MA program in the development of the site. Bulletin editorial assistant Erica Bennet interviewed Ciara Eichorst, Katie Johnson, and Phoebe Duke-Mosier to learn how this project not only took shape, but also impacted their education in the academic study of religion.

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18

Boyle, Tom. "Layered learning design: Towards an integration of learning design and learning object perspectives." Computers & Education 54, no. 3 (April 2010): 661–68. http://dx.doi.org/10.1016/j.compedu.2009.09.026.

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19

Hariyanto, Didik. "The Design of Adaptive Learning System Based on the Collaboration of m-Learning and e-Learning Platform." Journal of Advances in Computer Networks 2, no. 4 (2014): 311–14. http://dx.doi.org/10.7763/jacn.2014.v2.131.

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20

Hernandez Leo, Davinia, María Jesús Rodríguez-Triana, Paul Salvador Inventado, and Yishay Mor. "Connecting Learning Design and Learning Analytics." Interaction Design and Architecture(s), no. 33 (June 20, 2017): 3–8. http://dx.doi.org/10.55612/s-5002-033-001psi.

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21

Ul-Haq, Rehan, Jan Stiles, and Keith Pond. "Learning Expectations and Learning Process Design." Active Learning in Higher Education 4, no. 2 (July 2003): 168–80. http://dx.doi.org/10.1177/1469787403004002005.

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22

Hansen, Randy. "Learning Analytics: Data for Learning Design." Journal of Digital Learning in Teacher Education 32, no. 2 (March 16, 2016): 48–49. http://dx.doi.org/10.1080/21532974.2016.1158029.

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23

Mishra, Punya, and Mark Girod. "Designing Learning Through Learning to Design." High School Journal 90, no. 1 (2006): 44–51. http://dx.doi.org/10.1353/hsj.2006.0012.

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24

Lim, Cheol-Il, Seong-Youn Hong, and Sun-Young Kim. "Development of e-PBL Prototype with IMS Learning Design." Journal of the Korea Contents Association 12, no. 3 (March 28, 2012): 498–508. http://dx.doi.org/10.5392/jkca.2012.12.03.498.

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25

Tang, Ming Xi. "Inductive learning techniques in design process -- A design concept learning system." Integrated Computer-Aided Engineering 8, no. 2 (May 14, 2001): 171–86. http://dx.doi.org/10.3233/ica-2001-8206.

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26

Hitchcock, Chuck, and Skip Stahl. "Assistive Technology, Universal Design, Universal Design for Learning: Improved Learning Opportunities." Journal of Special Education Technology 18, no. 4 (September 2003): 45–52. http://dx.doi.org/10.1177/016264340301800404.

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This article addresses the benefits that are likely to derive from shifting focus to developing and implementing a universally designed curriculum. It considers the goals for learning, the learning materials, the instructional methods, and the learning assessments. Benefits are expressed in terms of improved access, participation, and progress in the general education curriculum. Some of the forces that support Universal Design for Learning (UDL) and possible barriers are addressed, as well as appropriate uses of technology within educational learning environments. Assistive Technology (AT), Universal Design (UD) and UDL are briefly defined and pointers to additional resources are included.

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27

Conole, Gráinne, and Sandra Wills. "Representing learning designs – making design explicit and shareable." Educational Media International 50, no. 1 (March 2013): 24–38. http://dx.doi.org/10.1080/09523987.2013.777184.

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28

Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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29

NOSS, RICHARD. "Learning by design: undergraduate scientists learning mathematics." International Journal of Mathematical Education in Science and Technology 30, no. 3 (May 1999): 373–88. http://dx.doi.org/10.1080/002073999287897.

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30

Holmgren, Richard A. "Learning Commons: A Learning-Centered Library Design." College & Undergraduate Libraries 17, no. 2-3 (June 30, 2010): 177–91. http://dx.doi.org/10.1080/10691316.2010.481598.

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31

Maher, Mary Lou, and Heng Li. "Learning design concepts using machine learning techniques." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 8, no. 2 (1994): 95–111. http://dx.doi.org/10.1017/s0890060400000706.

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AbstractThe use of machine learning techniques requires the formulation of a learning problem in a particular domain. The application of machine learning techniques in a design domain requires the consideration of the representation of the learned design knowledge, that is, a target representation, as well as the content and form of the training data, or design examples. This paper examines the use of a target representation of design concepts and the application, adaptation, or generation of machine learning techniques to generate design concepts from design examples. The examples are taken from the domain of bridge design. The primary machine learning paradigm considered is concept formation.

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32

Miao, Yongwu, and Heinz Ulrich Hoppe. "Applying learning design to work‐based learning." Learning, Media and Technology 36, no. 2 (April 14, 2011): 189–205. http://dx.doi.org/10.1080/17439884.2011.553624.

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33

Macfadyen, Leah P., Lori Lockyer, and Bart Rienties. "Learning Design and Learning Analytics: Snapshot 2020." Journal of Learning Analytics 7, no. 3 (December 17, 2020): 6–12. http://dx.doi.org/10.18608/jla.2020.73.2.

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“Learning design” belongs to that interesting class of concepts that appear on the surface to be simple and self-explanatory, but which are actually definitionally vague and contested in practice. Like “learning analytics,” the field of learning design aspires to improve teaching practice, the learning experience, and learning outcomes. And like learning analytics, this interdisciplinary field also lacks a shared language, common vocabulary, or agreement over its definition and purpose, resulting in uncertainty even about who its practitioners are — Educators? Designers? Researchers? All of these? (Law, Li, Farias Herrera, Chan & Pong, 2017). Almost a decade ago, however, learning analytics researchers pointed to the rich potential for synergies between learning analytics and learning design (Lockyer & Dawson, 2011). These authors (and others since, as cited below) argued that effective alignment of learning analytics and learning design would benefit both fields, and would offer educators and investigators the evidence they need that their efforts and innovations in learning design are “worth it” in terms of improving teaching practice and learning: "The integration of research related to both learning design and learning analytics provides the necessary contextual overlay to better understand observed student behavior and provide the necessary pedagogical recommendations where learning behavior deviates from pedagogical intention" (Lockyer & Dawson, 2011, p. 155).

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34

Abhyankar, Kushal, and Subhashini Ganapathy. "Technology-Enhanced Learning Analytics System Design for Engineering Education." International Journal of Information and Education Technology 4, no. 4 (2014): 345–50. http://dx.doi.org/10.7763/ijiet.2014.v4.427.

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35

Hsu, Chia-Ling. "Collaborative Curriculum Design for Remote School District Service Learning." International Journal of Information and Education Technology 5, no. 9 (2015): 683–87. http://dx.doi.org/10.7763/ijiet.2015.v5.592.

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36

Lee, Seo-Hee. "Infusing Universal Design for Learning into Inclusive Physical Education." Korean Journal of Sports Science 29, no. 5 (October 31, 2020): 777–89. http://dx.doi.org/10.35159/kjss.2020.10.29.5.777.

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37

Walch, Michael, and Dimitris Karagiannis. "Design Thinking and Knowledge Engineering: A Machine Learning Case." International Journal of Machine Learning and Computing 10, no. 6 (December 2020): 765–70. http://dx.doi.org/10.18178/ijmlc.2020.10.6.1003.

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38

Park, Ji Yong. "Communication Design for Online Visual Design Learning." International Journal of Learning: Annual Review 15, no. 2 (2008): 223–32. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45605.

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39

Sparf, Maria, Håkan Löfgren, and Susanne Kreitz- Sandberg. "Design for learning programming." Nordic Studies in Science Education 18, no. 1 (January 20, 2022): 6–22. http://dx.doi.org/10.5617/nordina.8251.

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Programming recently became mandatory in Swedish compulsory schools (age group 7-16); this article contributes to our understanding of novice learners’ different approaches when programming. The study builds on observations and informal conversations during programming lessons at three Swedish science centres. At the time of the study, science centres already had experience of programming education as they offered courses for pupils. This was used as a complement to teaching at compulsory school. We apply a design-for-learning perspective to help us understand how contextual aspects influence what novice pupils do and how they design their learning during programming lessons. During the analysis process, we combine thematic analysis with the Learning Design Sequence (LDS) model. We identify five qualitatively different approaches that pupils take to solve programming problems: mathematically, trial and error, step-by-step, routine as well as aesthetic. Each of these approaches allows pupils to use and practice different abilities that are important for programming. We discuss how these abilities can be compared to computational thinking (CT). The study provides an insight how pupils are involved in designing their own learning when using their abilities to solve programming assignments.

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40

Metcalf, Gary. "Learning to Design Systems." World Futures 59, no. 1 (January 2003): 21–36. http://dx.doi.org/10.1080/02604020310135.

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41

Koper, Rob, and Colin Tattersall. "Advances in Learning Design." Journal of Interactive Media in Education 2005, no. 1 (August 23, 2005): 1. http://dx.doi.org/10.5334/2005-1.

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42

Greller, Wolfgang. "Managing IMS Learning Design." Journal of Interactive Media in Education 2005, no. 1 (August 25, 2005): 13. http://dx.doi.org/10.5334/2005-12.

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43

Striebig, Bradley, Tyler Jantzen, Katherine Rowden, John Dacquisto, and Raymond Reyes. "Learning Sustainability by Design." Environmental Engineering Science 23, no. 3 (May 2006): 439–50. http://dx.doi.org/10.1089/ees.2006.23.439.

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44

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 1 (December 1999): 67–70. http://dx.doi.org/10.1177/016264340001500108.

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45

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 2 (March 2000): 56–60. http://dx.doi.org/10.1177/016264340001500208.

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46

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 3 (June 2000): 45–49. http://dx.doi.org/10.1177/016264340001500307.

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47

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 15, no. 4 (September 2000): 47–51. http://dx.doi.org/10.1177/016264340001500407.

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48

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 2 (March 2001): 66–67. http://dx.doi.org/10.1177/016264340101600208.

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49

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 3 (June 2001): 57–58. http://dx.doi.org/10.1177/016264340101600308.

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50

Rose, David. "Universal Design for Learning." Journal of Special Education Technology 16, no. 4 (September 2001): 64–67. http://dx.doi.org/10.1177/016264340101600411.

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