A Learning Design for Deep Learning for a Distance Teacher Education Programme

dc.contributor.author Bose, Sutapa
dc.contributor.editor Panda, Santosh
dc.coverage.placeName India en_US
dc.coverage.spatial Asia en_US
dc.date.accessioned 2021-07-26T21:23:51Z
dc.date.available 2021-07-26T21:23:51Z
dc.date.issued 2021-07-20
dc.description.abstract Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes. en_US
dc.identifier.uri http://hdl.handle.net/11599/3896
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;Vol 8; No 2
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.subject Distance Education en_US
dc.subject Teacher Education en_US
dc.subject Self-Learning Materials (SLMs) en_US
dc.subject Pedagogy en_US
dc.subject Design en_US
dc.title A Learning Design for Deep Learning for a Distance Teacher Education Programme en_US
dc.type Report en_US
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