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Journal of Learning Design

Volume 1, Number 3

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Table of Contents

Number of articles: 7

  1. Conversation as Inquiry: A Conversation with Instructional Designers

    Katy Campbell, Richard A. Schwier & Richard F. Kenny

    Instructional designers regularly engage in a process of professional and personal transformation that has the potential to transform the culture of institutions through faculty-client... More

    pp. 1-18

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  2. Assessing Group Interactions Online: Students' Perspectives

    Catherine Caws

    The purpose of the following article is to discuss the integration of computer mediated communication into a French writing course and to report on the assessment methodology used in order to... More

    pp. 19-28

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  3. Retention in Online Courses: Using a Motivational Framework and Online Peers to Enlighten Potential Learners about Learning Online

    Andrea Duff & Diana Quinn

    Despite the exponential growth in online learning, student retention rates in the online environment remain a concern to educators. Online learning @ UniSA is a learning object aimed at laying... More

    pp. 29-40

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  4. The Master-Less Studio: An Autonomous Education Community

    Don Lebler

    In recent times, it has become difficult for even the best conservatorium graduates to achieve the traditional goals of concert performance or secure orchestral positions and this has profound... More

    pp. 41-50

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  5. Learning Design and Service-Oriented Architectures: A Mutual Dependency?

    Patrick McAndrew, Martin Weller & Mark Barrett-Baxendale

    This paper looks at how the concept of reusability has gained currency in e-learning. Initial attention was focused on reuse of content, but recently attention has focused on reusable software... More

    pp. 51-60

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  6. Discovering Design Possibilities through a Pedagogy of Multiliteracies

    Kathy Mills

    Research and educational policies have alerted teachers to the importance of multiliteracies. Communication in society today is characterised by rapidly changing and emergent forms of meaning... More

    pp. 61-72

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  7. Design Patterns for Complex Learning

    Shanta Rohse & Terry Anderson

    A complex view of learning recognises that learning cannot be pre-determined by teaching, but is as much defined by circumstances and context as pre-defined learning objectives. Learning designs... More

    pp. 82-91

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