Background Literature

These references provide the background and theoretical support for the LDSE project. Links to online versions of the articles have been provided, where available. You may require a subscription to the relevant online journal in order to access these publications.

Agostinho, S. (2006) The use of a visual learning design representation to document and communicate teaching ideas. 23rd annual Ascilite Conference Sydney.
Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Miller, S. & Thompson, I. (2005) Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology, Educational Review, 57(4), pp. 457 – 469.
Barn, Balbir S., (2006) Conceptual Modelling of Educational Theories: An ontological approach, IADIS International Conference on Cognition and Exploratory Learning in Digital Age, ISBN: 972-8924-22-4, pp. 45 – 51.
Bates, Manuel, Opeenheim (2007) Models of early adoption of ICT innovations in higher education. Ariadne 50
Becta (2006) The Becta Review 2006: Evidence on the progress of ICT in education. Coventry CV4 7JJ, UK, British Educational Communications and Technology Agency.
Beetham, H. (2004) The Human Domain, JISC/CETIS Conference on eLearning Tools, Standards and Systems, Oxford University.
Beetham, H. & Sharpe, R. (Eds.) (2007) Rethinking Pedagogy for the Digital Age (London, Routledge).
Bell, P., Hoadley, C.M. & Linn, M.C. (2004) Design-based research in education, in: M. C. Linn, E.A. Davis & P. Bell (Eds) Internet environments for science education (Mahwah, New Jersey, Lawrence Erlbaum).
Bergin, J. (2002) Fourteen pedagogical patterns, Pedagopgical Patterns Project. (New York, Pace University).
Bond, S., Ingram, C. & Ryan, S. (2008) Reuse, repurposing and learning design – Lessons from the DART project, Computers & Education. In Press.
Boyle, T. (2006). The design and development of second generation learning objects, invited presentation at ED-MEDIA, Florida, USA, June 26-30.
Boyle, T. (2006a) The design and development of second generation learning objects in: E. Pearson & P. Bohman (Eds) Ed-Media 2006, World Conference on Educational Multimedia, Hypermedia & Telecommunications (Chesapeake, VA, AACE).
Braun, S., Schmidt, A. & Walter, A. (2007) Ontology Maturing: a Collaborative Web 2.0 Approach to Ontology Engineering in: N. Noy, H. Alani, G. Stumme, P. Mika, Y. Sure & D. Vrandecic (Eds) Workshop on Social and Collaborative Construction of Structured Knowledge (CKC 2007) at the 16th International World Wide Web Conference (WWW2007) (Banff, Canada).
Britain, S. (2004) A Review of Learning Design: Concept, Specifications and Tools. JISC E-Learning Pedagogy Programme (Joint information Systems Committee).
Brusilovsky, P. (1996) Methods and techniques of adaptive hypermedia, User Modeling and User-Adapted Interaction, 6 (2-3), pp. 87-129.
Brusilovsky, P. (2001) Adaptive Hypermedia, User Modeling and User-Adapted Interaction, 11, pp. 87-110.
Cairncross, S. & Mannion, M. (2001) Interactive Multimedia and Learning: Realizing the benefits, Innovations in Education and Teaching International, 38(2), pp. 156-164.
Carle, A., Clancy, M. & Canny, J. (2007) Working with pedagogical patterns in PACT: Initial applications and observations. SIGCSE’07 (Covington, Kentucky. ACM.).
CETIS (2007) Design Bash
Comber, C., Watling, R., Lawson, T., Cavendish, S., McEune, R. & Paterson, F. (2002) Impact2: Learning at home and school: Case studies. ICT in Schools Research and Evaluation Series No 8. (Coventry, Becta).
Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004) Mapping pedagogy and tools for effective learning design, Computers & Education, 43, pp17-33.
Conole, G. & Oliver, M. (2006) Contemporary Perspectives in E-Learning Research (London, Routledge).
Conole, G. & Weller, M. (2007) The Open University Learning Design Project, in: L. Cameron, A. Voerman & J. Dalziel (Eds) Proceedings of the 2007 European LAMS Conference: Designing the future of learning (Greenwich, LAMS Foundation).
Czerniewicz, L. & Brown, C. (2005) Access to ICTs for teaching and learning: From single artefact to inter-related resources., International Journal of Education and Development using ICT [Online], 1(2).
Day, C., Stobart, G., Sammons, P. & Kington, A. (2006) Variations in the work and lives of teachers: relative and relational effectiveness, Teachers and Teaching: theory and practice, 12(2), pp 169-192.
De Bra, P., Brusilovsky, P. & Houben, G.-J. (1999) Adaptive Hypermedia: From Systems to Framework. ACM Computing Surveys, 31(4), Article 12.
DfES (2005a) Five Year Strategy for Children and Learners. The Stationery Office.
DfES (2005b) Further Education: Raising Skills, Improving Life Chances. The Stationery Office.
Dönmez, P., Rosé, C., Stegmann, K., Weinberger, A. & Fischer, F. (2005) Supporting CSCL with automatic corpus analysis technology. Proceedings of the 2005 conference on Computer Support for Collaborative Learning: Learning 2005: The next 10 years! International Society of the Learning Sciences).
Dutton, W., Cheong, P.H. & Park, A. (2004) An Ecology of Constraints on e-Learning in Higher Education: The Case of a Virtual Learning Environment, Prometheus, 22(2), pp. 131-149.
Eden, H., Eisenberg, M., Fischer, G. & Repenning, A. (1996) Making Learning a Part of Life, Communications of the ACM, 39(4), pp. 40-42.
Eraut, M. (2004) Informal learning in the workplace, Studies in Continuing Education, 26(2), pp. 247-273.
Falconer, I., Beetham, H., Oliver, R., Lockyer, L. & Littlejohn, A. (2007) Mod4L Final Report: Representing Learning Designs, JISC.
Ferrell, G. & Kelly, J. (2006) Collaborative Approaches to the Management of e-Learning (CAMEL). 12th International Conference of the European University Information Systems Organisation (Tartu, Estonia: University of Tartu).
Frand, J.L. (2000) The information-age mindset; Changes in students and implications for higher education, Educause Review, (September/October), pp. 14-24.
Gagné, R.M. (1997) The Conditions of Learning, 3rd edition (New York, Holt, Rinehart and Winston).
Glenaffric (2007) JISC Design for Learning Programme: Interim Evaluation Report
Goodyear, P. (2005) Educational design and networked learning: Patterns, pattern languages and design practice, Australasian Journal of Educational Technology, 21(1), pp. 82-101.
HEFCE (2006) Strategic Plan 2006-11, Higher Education Funding Council for England.
HEFCW (2007) Enhancing Learning and Teaching through Technology: A Strategy for Higher Education in Wales. Circular W07/42HE.
Hernández-Leo, D., Villasclaras-Fernández, E.D., Asensio-Pérez, J.I., Dimitriadis, Y., Jorrín-Abellán, I.M., Ruiz-Requies, I. & Rubia-Avi, B. (2006) COLLAGE: A collaborative Learning Design editor based on patterns, Educational Technology and Society, 9(1), pp. 58-71.
Hodkinson, P. & James, D. (2003) Transforming Learning Cultures in Further Education, Journal of Vocational Education and Training, 55(4), pp. 389-406.
IMS-LD (2003) IMS Learning Design specification V1.0.
Janssen, J., Berlanga, A., Vogtne, H. & Koper, R. (2008) Towards a learning path specification, International Journal of Continuing Engineering Education and Lifelong Learning, 18(1), pp. 77-97.
Jara, M. & Mohamad, F. (2007) Pedagogical templates for e-learning. Occasional Papers in Work-based Learning (Institute of Education, London).
JISC (2004) Effective Practice with e-Learning, Higher Education Funding Council for England.
JISC (2007a) Effective Practice with e-Assessment, HIgher Education Funding Council for England.
JISC (2007b) JISC circular 4/07(Bristol).
JISC (2007c) In Their Own Words: Exploring the learner’s perspective on e-learning. Bristol.
John, P. & Sutherland, R. (2005) Affordance, opportunity and the pedagogical implications of ICT, Educational Review, 57(4), pp. 405-413.
Jonassen, D.H. (1994) Thinking technology: Toward a constructivist design model, Educational Technology, 34(2), pp. 34-37.
Jovanovic, J., Gasevic, D., Knight, C. & Richards, G. (2007) Ontologies for effective use of context in e-learning settings, Educational Technology & Society, 10, pp. 47-59.
Kali, Y. (2006) Collaborative knowledge building using the Design Principles Database, International Journal of Computer-Supported Collaborative Learning, 1(2), pp. 187-201.
Kennewell, S. & Morgan, A. (2003) Student teachers’ experiences and attitudes towards using interactive whiteboards in the teaching and learning of young children. ACM International Conference Proceeding Series (Sydney, Australia, Australian Computer Society, Inc).
Knight, P., Tait, J. & Yorke, M. (2006) The professional learning of teachers in higher education, Studies in Higher Education, 31(3), pp. 319-339.
Koper, R. (2001) Modeling units of study from a pedagogical perspective: the pedagogical meta-model behind EML, OTEC working paper
Kuutti, K. (1996) Activity Theory as a potential framework for Human-Computer Interaction research, in: B. Nardi (Ed) Context and Consciousness: Activity Theory and Human-Computer Interaction (Cambridge, MA, The MIT Press).
Lama, M., Sanchez, E., Amarim, R. & Vila, X. (2005) Semantic Description of the IMS Learning Design Specification International Workshop on Applications of Semantic Web Technologies for E-Learning, AIED Conference 2005 (Amsterdam, AIED).
Laurillard, D. (2002) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (London, RoutledgeFalmer).
Laurillard, D. (2006) Modelling benefits-oriented costs for technology enhanced learning, Higher Education, 54, pp. 21-39.
Laurillard, D. (2008) Open teaching: The key to sustainable and effective open education., in: T. Iiyoshi & M.S. Vijay Kumar (Eds) Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge (Boston, MIT Press).
Laurillard, D. (2008 ) The teacher as action researcher: Using technology to capture pedagogic form, Studies in Higher Education, 33(2), pp. forthcoming.
Laurillard, D. & McAndrew, P. (2003) Reusable educational software: a basis for generic learning activities, in: A. Littlejohn (Ed) Reusing Online Resources: A Sustainable Approach to e-Learning (London, Kogan Page).
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation (Cambridge, Cambridge University Press).
Leitch, S. (2006) Prosperity for all in the global economy – world class skills: Final Report. (London, HM Treasury).
Ma, W. (2005) Learning Object Recommender Systems in: T.C. Montgomerie & J.R. Parker (Eds) International Conference on Education and Technology (ICET 2005) (Calgary, Alberta, Canada, ACTA Press).
Madrick, J. (1998) Computers: Waiting for the Revolution, New York Review of Books, 45(5).
Martel, C., Vignollet, L., Ferraris, C., David, J-P. & Lejeune, A. (2006) Modeling collaborative learning activities on e-learning platforms. Advanced Learning Technologies, 2006. Sixth International Conference.
Mason, R. & Weller, M. (2000) Factors Affecting Students’ Satisfaction on a Web Course, Australian Journal of Educational Technology, 16(2), pp. 173-200.
Masterman, E. (2008) Activity Theory and the Design of Pedagogic Planning Tools, in: T.a.i.L.L.e. al. (Ed) Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies
Masterman, L. & Lee, S. (2005) Evaluation of the practitioner trial of LAMS: Final Report, Learning Technologies Group, University of Oxford).
Masterman, L. & Manton, M. (2007) Phoebe Phase 1 Evaluation Report.
McNaught, C. (2003) Identifying the complexity of factors in the sharing and reuse of resources. , in: A. Littlejohn (Ed) Reusing online resources – a sustainable approach to e-learning (London and Stirling, Kogan Page.).
Merrill, M.D. (1994) Instructional Design Theory (Englewood Cliffs, NJ, Educational Technology Publication).
Mika, P. (2005) Ontologies Are Us: A Unified Model of Social Networks and Semantics International Semantic Web Conference
Mizoguchi, R. & Bourdeau, J. (2000) Using Ontological Engineering to Overcome AI-ED Problems, International Journal of Artificial Intelligence in Education, 11(2), pp. 107-121.
Mor, Y., Winters, N., Cerulli, M. & Bjork, S. (2006) Learning patterns for the design and deployment of mathematical games: Literature review, Kaleidoscope Project, London Knowedge Lab, Institute of Education).
Oliver, M. & Conole, G. (2002) Supporting structured change: Toolkits for design and evaluation, in: R. Macdonald (Ed) Academic and educational development: Research, evaluation and changing practice in higher education ( London, Kogan Page.).
Oliver, M., MacBean, J., Conole, G. & Harvey, J. (2002a) Using a toolkit to support the evaluation of learning., Journal of Computer Assisted Learning, 18(2), pp. 199–208.
Oliver, R., Harper, B., Hedberg, J., Wills, S. & Agostinho, S. (2002b) Formalising the description of learning designs, in: A. Goody, J. Herrington & M. Northcote (Eds) Quality conversations: Research and Development in Higher Education, Vol. 25 (Jamison, ACT, HERDSA).
Oriogun, P. (2003) Towards understanding online learning levels of engagement using the SQUAD approach to CMC discourse .  Australian Journal of Educational Technology
2003, 19(3), 371-387.
Paquette, G., Marino, O., Teja, I.D.l., Lundgren-Cayrol, K., Léonard, M. & Contamines, J. (2005) (2005). Implementation and Deployment of the IMS Learning Design Specification, Canadian Journal of Learning and Technology, 31(2).
Procter, R. & Carmichael, P. (2005) Network tools, software design and research design, Methods and methodologies in teaching and learning research Cardiff University
Psyche, V., Bourdeau, J., Nkambou, R. & Mizoguchi, R. (2005) Making Learning Design Standards Work with an Ontology of Educational Theories12th Artificial Intelligence in Education (AIED2005) (Amsterdam, The Netherlands).
Reigeluth, C.M. (1999) What is Instructional-Design Theory and How Is It Changing? , in: C.M. Reigeluth (Ed) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, vol. II. (Mahwah, NJ, Lawrence Erlbaum Associates).
San Diego, J.P., Laurillard, D., Boyle, T., Bradley, C., Ljubojevic, D., Neumann, T. & Pearce, D. (2007) The feasibility of modelling lecturers’ approaches to learning design, ALT-J, forthcoming.
Scaife, M., Rogers, Y., Aldrich, F. & Davies, M. (1997) Designing For or Designing With? Informant Design for Interactive Learning Environments, CHI ‘97. Proceedings of Human Factors in Computing Systems New York: ACM.
Schön, D.A. (1987) Educating the Reflective Practitioner (San Francisco, Jossey-Bass).
Sharpe, R., & Oliver, M. (2007) Designing courses for e-learning. In: H. Beetham & R. Sharpe (Eds) Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning (London, Routledge).
Sharpe, R., Benfield, G. & Francis, R. (2006) Implementing a university e-learning strategy: levers for change within academic schools, ALT-J, 14(2), pp. 135-151.
van Drie, J., van Boxztel, C., Jaspers, J. & Kansellaar, G. (2005) Effects of representational guidance on domain specific reasoning in CSCL, Computers in Human Behaviour, 21(4), pp. 575-602.
Webb, M. & Cox, M. (2004) A review of pedagogy related to information and communications technology, Technology, Pedagogy and Education, 13(3), pp. 235-286.
Weller, M., Pegler, C. & Mason, R. (2004) Use of innovative technologies on an e-learning course, The Internet and Higher Education, 8(1), pp. 61-71.
Wiley, D.A. (2000) Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy in: D. A. Wiley (Ed) The Instructional Use of Learning Objects: Online Version.