Abstract
Developing an engaging and positive learning environment for learners, especially in a particular course, is one of the most creative aspects of teaching. Learning design supports the design of interventions, which are pedagogically informed, promote student-centered learning activities and make effective use of appropriate resources and technologies. In the context of this work, a framework is proposed for teaching learning design issues in tertiary education which interweaves teacher-centered activities with student-centered activities. The students are engaged in lab activities and in a learning design peer assessment project. Sustainable feedback practices are considered an integral part of the whole process. Findings drawn from an empirical study carried out during two consecutive academic years reveal that the interweaving of instruction and assessment may contribute to the understanding of the main learning design issues and to the cultivation of skills both in the development of educational applications as well as in the design of technology enhanced learning activities.
Highlights
Teaching is a core function of higher education (Barnard et al, 2011)
The activities gradually introduce students and familiriase them with concepts of learning, learning theories, educational applications, learning objects and give them the chance to delve into pedagogy and technology issues, exchange ideas related to the educational usage of applications in the context of technology enhanced learning environments, design learning objects and propose ways of utilizing them in learning
In order to integrate the knowledge and skills developed in a creative work and subsequently successfully complete the course, the students are asked to carry out a learning design peer assessment project
Summary
Teaching is a core function of higher education (Barnard et al, 2011). Teachers who conceive teaching as transmitting knowledge are more likely to adopt a teacher centered approach to teaching, while those who conceive teaching as interactive and supportive process, tend to use student centered approaches (Postareff et al, 2007). Instruction in higher education is dominated by one-size-fits-all pedagogical method (Ernst and Ernst, 2005). The teacher-centered model of lecture-style teaching sets students up for failure (Dosch and Zidon, 2014). Some instructors assume their job is done after they tell students the content of the course and consider that they transmit the knowledge to the students.
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