This paper examines the explicit design principles used to create an authentic learning module for a medical problem-based learning curriculum. It examines the ‘design’ process utilised by an instructional designer in the conceptualisation of a project. Secondly the paper focuses on epistemological beliefs of instructional designers and the need for designers to articulate their learning design for evaluation and research purposes. The third aspect of the paper outlines the learning design for the Sensitive Examination Technique (SET): Cervical Screening module. Copyright © 2003 Mike Keppell.
|Title of host publication||Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education|
|Editors||Geoffrey CRISP, Di THIELE, Ingrid SCHOLTEN, Sandra BARKER, Judi BARON|
|Place of Publication||Adelaide, South Australia|
|Publisher||The University of Adelaide|
|Publication status||Published - 2003|
CitationKeppell, M. J. (2003). Making explicit our theories of teaching and learning: Designs that motivate our work as instructional designers. In G. Crisp, D. Thiele, I. Scholten, S. Barker, & J. Baron (Eds.), Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 633-637). Adelaide, South Australia: The University of Adelaide.
- Instructional design
- Learning design