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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 03/07/2018, available online: http://www.tandfonline.com/10.1080/02680513.2018.1486185

    Accepted author manuscript, 242 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa. / Mittelmeier, Jenna; Long, Dianne; Cin, Firdevs Melis et al.
In: Open Learning: The Journal of Open and Distance Learning , Vol. 33, No. 3, 2018, p. 250-266.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Mittelmeier, J, Long, D, Cin, FM, Gunter, A, Raghuram, P, Rientes, B & Reedy, K 2018, 'Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa', Open Learning: The Journal of Open and Distance Learning , vol. 33, no. 3, pp. 250-266. https://doi.org/10.1080/02680513.2018.1486185

APA

Mittelmeier, J., Long, D., Cin, F. M., Gunter, A., Raghuram, P., Rientes, B., & Reedy, K. (2018). Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa. Open Learning: The Journal of Open and Distance Learning , 33(3), 250-266. https://doi.org/10.1080/02680513.2018.1486185

Vancouver

Mittelmeier J, Long D, Cin FM, Gunter A, Raghuram P, Rientes B et al. Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa. Open Learning: The Journal of Open and Distance Learning . 2018;33(3):250-266. Epub 2018 Jul 3. doi: 10.1080/02680513.2018.1486185

Author

Mittelmeier, Jenna ; Long, Dianne ; Cin, Firdevs Melis et al. / Learning design in diverse institutional and cultural contexts : Suggestions from a participatory workshop with higher education professionals in Africa. In: Open Learning: The Journal of Open and Distance Learning . 2018 ; Vol. 33, No. 3. pp. 250-266.

Bibtex

@article{09ba205bf67847099a5f958cd0beb2ae,
title = "Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa",
abstract = "Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.",
keywords = "Learning design, Learning analytics, higher education, Africa",
author = "Jenna Mittelmeier and Dianne Long and Cin, {Firdevs Melis} and Ashley Gunter and Parvati Raghuram and Bart Rientes and Katherine Reedy",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 03/07/2018, available online: http://www.tandfonline.com/10.1080/02680513.2018.1486185",
year = "2018",
doi = "10.1080/02680513.2018.1486185",
language = "English",
volume = "33",
pages = "250--266",
journal = "Open Learning: The Journal of Open and Distance Learning ",
issn = "1469-9958",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

RIS

TY - JOUR

T1 - Learning design in diverse institutional and cultural contexts

T2 - Suggestions from a participatory workshop with higher education professionals in Africa

AU - Mittelmeier, Jenna

AU - Long, Dianne

AU - Cin, Firdevs Melis

AU - Gunter, Ashley

AU - Raghuram, Parvati

AU - Rientes, Bart

AU - Reedy, Katherine

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 03/07/2018, available online: http://www.tandfonline.com/10.1080/02680513.2018.1486185

PY - 2018

Y1 - 2018

N2 - Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.

AB - Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.

KW - Learning design

KW - Learning analytics

KW - higher education

KW - Africa

U2 - 10.1080/02680513.2018.1486185

DO - 10.1080/02680513.2018.1486185

M3 - Journal article

VL - 33

SP - 250

EP - 266

JO - Open Learning: The Journal of Open and Distance Learning

JF - Open Learning: The Journal of Open and Distance Learning

SN - 1469-9958

IS - 3

ER -