Making explicit our theories of teaching and learning: Designs that motivate our work as instructional designers

Michael James KEPPELL

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationProceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education
EditorsGeoffrey CRISP, Di THIELE, Ingrid SCHOLTEN, Sandra BARKER, Judi BARON
Place of PublicationAdelaide, South Australia
PublisherThe University of Adelaide
Pages633-637
ISBN (Print)0975170201
Publication statusPublished - 2003

Fingerprint

theory of teaching
learning
curriculum
examination
evaluation

Citation

Keppell, 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.

Keywords

  • Instructional design
  • Learning design
  • Creativity
  • Constructivism