Abstract:
Digital technologies have been used increasingly in open, distance, and flexible learning to both facilitate learning and depict learning designs. While the portable nature of a learning design once captured in digital form appears to offer limitless possibilities for sharing and reuse, dissemination initiatives have failed to thrive. This may be due in part to a view of learning design as a product rather than as a contextualised process driven by individual pedagogical beliefs. We have developed a support strategy for the learning design process, called HEART (HEaring And Realising Teaching-voice). HEART aims to enhance educators' learning design awareness and capability by eliciting and depicting the pedagogical beliefs underpinning a course or learning design. We describe the conceptual framework for the HEART strategy, design and development of a prototype, early results of the first trial with a small user group, and implications for future research.
