Foregrounding knowledge in e-learning design: An illustration in a museum setting

Simple item page
dc.citation.issue3
dc.citation.volume31
dc.contributor.authorCarvalho L
dc.contributor.authorDong A
dc.contributor.authorMaton K
dc.date.available2015
dc.date.issued1/01/2015
dc.description.abstractThe nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LCT, Specialisation, we show how to identify and apply organising principles of knowledge, in two successive stages, through an example of our own recent work developing an e-learning environment called Design Studio. First, an analytic stage explored knowledge practices within four design disciplines, engineering, architecture, digital media, and fashion design, in terms of their organising principles. Second, a generative stage involved the creation of content for the Design Studio software as well as its look and feel, and interaction design elements, all of which were designed to be consistent with the output from the analytic stage. Design Studio was then pilot-tested by 14 high school students. The paper concludes with some general observations about how LCT can improve the creation of other e-learning environments. Australasian Journal of Educational Technology.
dc.description.publication-statusPublished
dc.format.extent328 - 348
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000364515100008&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifier.citationAUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 2015, 31 (3), pp. 328 - 348
dc.identifier.eissn1449-5554
dc.identifier.elements-id288121
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1449-3098
dc.identifier.urihttps://hdl.handle.net/10179/13036
dc.relation.isPartOfAUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
dc.relation.urihttps://ajet.org.au/index.php/AJET/article/view/1660/1283
dc.subject.anzsrc0906 Electrical and Electronic Engineering
dc.subject.anzsrc1302 Curriculum and Pedagogy
dc.subject.anzsrc1303 Specialist Studies in Education
dc.titleForegrounding knowledge in e-learning design: An illustration in a museum setting
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
Files
Collections
Journal Articles