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dc.contributor.authorMaybee, C
dc.contributor.authorBruce, CS
dc.contributor.authorLupton, M
dc.contributor.authorPang, MF
dc.date.accessioned2019-06-10T01:34:07Z
dc.date.available2019-06-10T01:34:07Z
dc.date.issued2019
dc.identifier.issn0729-4360
dc.identifier.doi10.1080/07294360.2018.1545748
dc.identifier.urihttp://hdl.handle.net/10072/384215
dc.description.abstractWhile higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.
dc.description.peerreviewedYes
dc.relation.ispartofpagefrom579
dc.relation.ispartofpageto593
dc.relation.ispartofissue3
dc.relation.ispartofjournalHigher Education Research and Development
dc.relation.ispartofvolume38
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titleInformed learning design: teaching and learning through engagement with information
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorLupton, Mandy J.


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