Tools for Visualising Designs
This chapter describes a number of tools that can be used for creating and visualising designs. These include specialised learning design tools as well as the use of more generic mind-mapping tools. The learning design specific tools include the Compendiu
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Series Editors J. Michael Spector, Athens, GA, USA Susanne LaJoie, Montreal, Quebec, Canada
For further volumes: http://www.springer.com/series/8640
Gráinne Conole
Designing for Learning in an Open World Foreword by J. Michael Spector
Gráinne Conole Beyond Distance Research Alliance 103–105 Princess Road East University of Leicester Leicester, UK
ISBN 978-1-4419-8516-3 ISBN 978-1-4419-8517-0 (eBook) DOI 10.1007/978-1-4419-8517-0 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2012945411 © Springer Science+Business Media, LLC 2013 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Foreword
This volume by Gráinne Conole in the Springer series entitled ‘Explorations in the Learning Sciences, Instructional Systems and Performance Technologies’ well exemplifies the aim of the series to promote dialogue across the somewhat artificial barriers that divide academic disciplines, scholarly communities and professional practitioners. The focus is on learning design, which she defines as designing for learning. The elaboration of learning design provided in this volume places emphasis on making the design process explicit and shareable as well as on gathering empirical evidence with regard to design processes. In order to make this kind of lear
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