Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting

Autor/inn/en	Carvalho, Lucila; Dong, Andy; Maton, Karl
Titel	Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 3, S.328-348 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Electronic Learning; Epistemology; High School Students; Computer Software; Instructional Design; Faculty Advisers; Interviews; Surveys; Australia + Suchen Sie Ihr Suchwort? Ausland; Erkenntnistheorie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Australien
Abstract	The 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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01