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Understanding topical science issues - a learning design approach

Billany, Trevor, Hartnett, Maggie and Bhattacharya, Madhumita (2007). Understanding topical science issues - a learning design approach. Journal of Interactive Learning Research,18(1):85-100.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
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IRMA ID 78668529xPUB1
Title Understanding topical science issues - a learning design approach
Author Billany, Trevor
Hartnett, Maggie
Bhattacharya, Madhumita
Journal Name Journal of Interactive Learning Research
Publication Date 2007
Volume Number 18
Issue Number 1
ISSN 1093-023X   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-34648829087
Start Page 85
End Page 100
Total Pages 16
Place of Publication Chesapeake, VA, USA
Publisher Association for the Advancement of Computing in Education (AACE)
Field of Research 1302 - Curriculum and Pedagogy
1303 - Specialist Studies in Education
HERDC Category C1 - Journal Article (DEST)
Abstract This article presents a description of the design of a learning environment focussed on topical scientific issues in an online and distance education setting. The subject area, genetic modification (GM), is a controversial and complex subject, of interest to a wide target audience. The focus of the learning design is to provide learners with a broad understanding of the underlying science involved, using this as a basis for informed debate on the risks and benefits of its use. The learning design model used is based on a model initially developed for multimedia design (Kommers, 2001) which incorporates a four stage process where the first two stages, conceptual and metaphorical, are emphasised. The subsequent structural and navigational stages develop as a natural extension from these. The authors, themselves working at a distance, used a collaborative approach during the instructional design process. A variety of learning approaches and underlying learning theories that encapsulated the requirements of online and distance learning and the principles for the teaching of science were considered, including constructivism, problem based learning, situated cognition and cooperative learning, before a strategy and method that best supported meaningful learning was determined. During the development of the learning design solution the relationship between the four stages of the design process was analysed and a refinement of the model proposed.
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