UMGC Library

UCSP 605 and ASC 601: Articles by Discipline: Learning Design and Technology

Bennett, S., Lockyer, L., & Agostinho, S. (2018). Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, 49(6), 1014–1026. https://doi.org/10.1111/bjet.12683 

Bower, M., & Vlachopoulos, P. (2018). A critical analysis of technology‐enhanced learning design frameworks. British Journal of Educational Technology, 49(6), 981–997. https://doi.org/10.1111/bjet.12668 

Bower, M., Highfield, K., Furney, P., & Mowbray, L. (2013). Supporting pre-service teachers’ technology-enabled learning design thinking through whole of programme transformation. Educational Media International, 50(1), 39–50. https://doi.org/10.1080/09523987.2013.777183 

Churchill, D., Lu, J., & Chiu, T. K. F. (2014). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163–165. https://doi.org/10.1080/09523987.2014.969895 

Cooner, T. S. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students’ experiences of a technology-enhanced blended learning design. British Journal of Educational Technology, 41(2), 271–286. https://doi.org/10.1111/j.1467-8535.2009.00933.x 

Melero, J., Hernández, L. D., Sun, J., Santos, P., & Blat, J. (2015). How was the activity? A visualization support for a case of location‐based learning design. British Journal of Educational Technology, 46(2), 317–329. https://doi.org/10.1111/bjet.12238 

Nguyen, G. N. H., & Bower, M. (2018). Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy. British Journal of Educational Technology, 49(6), 1027–1043. https://doi.org/10.1111/bjet.12681 

Neumann, K. L., & Kopcha, T. J. (2018). The use of schema theory in learning, design, and technology. TechTrends: Linking Research & Practice to Improve Learning, 62(5), 429–431. https://doi.org/10.1007/s11528-018-0319-0 

Indriyanti, N. Y., Yamtinah, S., & Muawiyah, D. (2020). An inquiry into students’ metacognition and learning achievement in a blended learning design. International Journal of Emerging Technologies in Learning (IJET), 15(21), 77–88. https://doi.org/10.3991/ijet.v15i21.12907 

Scanlon, E., McAndrew, P., & O’Shea, T. (2015). Designing for educational technology to enhance the experience of learners in distance education: How open educational resources, learning design and MOOCs are influencing learning. Journal of Interactive Media in Education, 2015(1), 1-9. https://doi.org/10.5334/jime.al