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Article
Understanding the design context for Australian university teachers: implications for the future of learning design
Faculty of Education - Papers (Archive)
  • Susan Bennett, University of Wollongong
  • Lisa Thomas, University of Wollongong
  • Shirley Agostinho, University of Wollongong
  • Lori Lockyer, University of Wollongong
  • Jennifer Jones, University of Wollongong
  • Barry Harper, University of Wollongong
RIS ID
37155
Publication Date
1-1-2011
Publication Details

Bennett, S., Thomas, L., Agostinho, S., Lockyer, L., Jones, J. & Harper, B. (2011). Understanding the design context for Australian university teachers: implications for the future of learning design. Learning Media and Technology, 36 (2), 151-167.

Abstract
Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted.
Disciplines
Citation Information
Susan Bennett, Lisa Thomas, Shirley Agostinho, Lori Lockyer, et al.. "Understanding the design context for Australian university teachers: implications for the future of learning design" (2011) p. 151 - 167
Available at: http://works.bepress.com/lori_lockyer/28/