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dc.contributor.authorWalker, Simon
dc.contributor.authorCampbell, Chris
dc.contributor.editorJ. Dalziel
dc.description.abstractThis chapter explores the concepts of Learning Design (LD) and Technological Pedagogical and Content Knowledge (TPACK) in an attempt to contribute greater clarity about their epistemological and conceptual similarities and differences. Drawing on LD and TPACK research, we present a conceptual framework that helps to analyze LD and TPACK philosophy and application, specifically targeting designers of teaching and learning activities, educational researchers and administrators. A key goal of this chapter is to illustrate that, although the concepts operate in different paradigms and are designed for a different target audience, they are complementary. The LD construct based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration is focussing on pedagogical design and is underpinned by ideas of interdisciplinarity, general applicability and flexibility in epistemology and ontology, whereas TPACK is specifically targeted to the education of schoolteachers, providing a framework that illustrates the relationship between the three components of TPACK, technical (T), pedagogical (P) and (C) content (K) knowledge. Understanding their complementary nature will assist designers of learning and teaching to make better-informed decisions about technology-enhanced learning and teaching provisions.
dc.publisher.placeUnited Kingdom
dc.relation.ispartofbooktitleLearning Design: Conceptualizing a Framework for Teaching and Learning Online
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.titleThe complementary nature of Learning Design and TPACK
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorCampbell, Chris

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