Relevant bibliographies by topics / Learning by Design

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning by Design'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Learning by Design"

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Hasırcı, Deniz, Zeynep Tuna Ultav, Hande Atmaca, and Seren Borvalı. "Learning from Turkish modern furniture design." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 126–34. http://dx.doi.org/10.18844/gjhss.v2i1.289.

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S.V, Mamadjanova. "DESIGN FEATURES OF VIRTUAL LEARNING ENVIRONMENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 1–5. http://dx.doi.org/10.55640/eijmrms-02-06-01.

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The article deals with the influence of virtual informational educational environment on didactics of basic education, the functions of virtual informational educational environment as a new pedagogical system, shows the relationship of real and virtual components of the informational educational environment in the integral pedagogical process, presents the conditions for the selection of organizational forms of learning in a virtual educational environment. The validity of the selection of organizational forms of training ensures the achievement of guaranteed high quality of the educational p
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Dohn, Nina Bonderup, Mikkel Godsk, and Lillian Buus. "Learning Design." Tidsskriftet Læring og Medier (LOM) 12, no. 21 (May 20, 2019): 20. http://dx.doi.org/10.7146/lom.v12i21.112639.

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Feltet Learning Design har de seneste år inspireret adskillige uddannelsesudviklingsprojekter på de videregående uddannelser i Danmark. Dette er bl.a. synliggjort gennem to numre af Tidsskriftet Læring og Medier (LOM) med dette fokus i 2016. Imidlertid eksisterer der divergerende opfattelser af, hvad Learning Design er. Dette skyldes på den ene side en tilsvarende divergens i den internationale forskning og praksis, der har inspireret udviklingen i Danmark; og på den anden side at Learning Design er blevet integreret med den allerede eksisterende pædagogiske forskning og praksis i dansk kontek
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Baron, Georges-Louis. "« Learning design »." Recherche & formation, no. 68 (December 1, 2011): 109–20. http://dx.doi.org/10.4000/rechercheformation.1565.

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Toetenel, Lisette, and Bart Rienties. "Learning Design – creative design to visualise learning activities." Open Learning: The Journal of Open, Distance and e-Learning 31, no. 3 (August 26, 2016): 233–44. http://dx.doi.org/10.1080/02680513.2016.1213626.

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Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (December 15, 2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper high
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Alonso, Fernando, Genoveva López, Daniel Manrique, and José María Viñes. "Learning objects, learning objectives and learning design." Innovations in Education and Teaching International 45, no. 4 (November 2008): 389–400. http://dx.doi.org/10.1080/14703290802377265.

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Blanton, Morgan Vassey, and Linda C. Pacifici. "Learning by Design." Journal of Effective Teaching in Higher Education 3, no. 2 (December 10, 2020): 1–11. http://dx.doi.org/10.36021/jethe.v3i2.97.

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This article reports on an application of a SoTL research process for two teacher education instructors in an undergraduate teacher education course, Teaching and Learning in the Digital Age. After engaging in content analysis of student work samples derived from a Digital Sabbath assignment, the instructors asked more questions about how well the assignment aligned to course objectives and intended learning outcomes. Collaboratively, they determined how the Digital Sabbath assignment could be revised to better meet the stated course objective. The authors anticipate that assignment revisions
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Kalantzis, Mary, and Bill Cope. "Learning by Design." E-Learning and Digital Media 7, no. 3 (January 2010): 198–99. http://dx.doi.org/10.2304/elea.2010.7.3.198.

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FUKUDA, Shuichi. "Learning Strategic Design." Proceedings of Design & Systems Conference 2020.30 (2020): 2102. http://dx.doi.org/10.1299/jsmedsd.2020.30.2102.

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Dissertations / Theses on the topic "Learning by Design"

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Balis, Gerasimos. "Learning to design learning through design : service design and experientially acquired entrepreneurial learning." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/124503/.

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The study examines the contribution of the emerging practice of Service Design in Entrepreneurial Learning, or the creation of knowledge that supports shaping and managing new ventures. It is supported by an empirical investigation spanning a pilot study and two case studies in the contexts of enterprise education for nascent entrepreneurs and Service Design consultations with mature entrepreneurs. Three main research questions are addressed, namely what is the focus of service design activities in entrepreneurship, what types of entrepreneurial knowledge are generated through service design a
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Kickbusch, Steven. "How learning designers work with teachers." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235922/1/Steven%2BKickbusch_PhD_Thesis_2022%282%29.pdf.

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This thesis investigates the relationship between learning designers and teachers by addressing the question: How do learning designers work with teachers to develop their capability to design for learning? It explores the role of learning designers as both co-designer and coach through studies into the way that these roles play out during learning design sessions and the methods available for investigating them. It investigates how learning designers facilitate teachers’ development in three ways: design mindshift progression, design for learning skills and processes, and pedagogical skills f
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Thomson, Rory. "Public Design : Learning alternatives together." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97615.

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The project I describe in this report took place over the course of three months, coinciding with the outbreakof the coronavirus pandemic, and is the culmination of my BA in “Design + Change”. Inherent in this courseis a proposition that is central to my work here.The “Design + Change” programme covers a wide range of Design practices, and offers an overview of manypressing issues in need of socially and environmentally sustainable change. As I see it, the rubric of “Change”appeals to a sense of Urgency; and “Design” is a promising site of Agency. These two keywords have beencentral to my proj
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Ekholm, Helena. "Learning Through Level Design : Using a learning taxonomy to map level design to pedagogy." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-9471.

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Entertainment games are known for their motivational and engaging benefits when it comes to teaching the player how to play games. Still, there is little research about the connection between pedagogy and entertainment games. This knowledge could be used to develop educational games that utilize those sought after benefits of engagement and motivation. The purpose of this research is therefore to conduct a case study that identifies the underlying pedagogical elements in the level design components game progression and pacing in the entertainment game Space Team: Pocket Planets. The results sh
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Kehoe, Colleen Mary. "Supporting critical design dialog." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/9171.

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Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
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Vujovic, Milica. "Studying collaborative learning space design with multimodal learning analytics." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/673315.

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Research has provided relevant advances in evidence-based design for productive learning. For example, in the field of collaborative learning, there is extensive evidence for some key learning design elements, such as methods of structuring activity sequencing, group formation techniques, and technology mediating collaboration. However, progress has been more limited in the area of evidence-based design of collaborative learning physical spaces. Contradictorily, research on learning spaces and their impact on teaching and learning have been a field of inquiry for decades. Existing studies have
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Timmers, Kendell M. (Kendell MacQueen) 1978. "Learning together better : the structured design of learning teams." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17729.

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Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Operations Research Center, 2004.<br>Includes bibliographical references (p. 105-110).<br>There is a great need among educators for a way to quickly assign teams in large or distance learning classrooms in a manner superior to random assignment or student self-selection. Forming teams based on knowledge of students' characteristics is too time-consuming for large classrooms, yet research has shown that the characteristics of individuals greatly affect the quality of the teamwork experience. This thesis provides a
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Jha, Pushkar P. "Strategic learning in design contests." Thesis, City University London, 2007. http://openaccess.city.ac.uk/8500/.

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This dissertation examines strategic learning as learning from events and experiences that have significant consequences for organisational survival in a competitive environment. The study is centred on design contest as repeat event systems that in their time bracketed generational progression, provide for an ideal setting to analyse such learning. Convergence that constrains experimentation to a few elements that define the strategic configuration of organisations is posited as a natural consequence of performance feedback. Strategic learning is seen to be manifested in the interplay of beha
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Sim, Siang Kok. "Modelling of learning in design." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248557.

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Books on the topic "Learning by Design"

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Koper, Rob, and Colin Tattersall, eds. Learning Design. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/b138966.

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Dalziel, James, ed. Learning Design. New York : Routledge is an imprint of the Taylor & Francis: Routledge, 2015. http://dx.doi.org/10.4324/9781315693101.

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Kalantzis, Mary. Learning by design. Champaign, IL: Common Ground Publishing LLC, 2014.

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Harris, Stewart. Design for Learning. York: Institute of Advanced Architectural Studies, University of York, 1986.

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Niederst, Jennifer. Learning Web design. 3rd ed. Sebastopol, CA: O'Reilly Media, 2007.

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Kimbell, Richard, and Kay Stables. Researching Design Learning. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5115-9.

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Churchill, Daniel, Jie Lu, Thomas K. F. Chiu, and Bob Fox, eds. Mobile Learning Design. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0027-0.

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E-learning by design. 2nd ed. San Francisco: Jossey Bass, 2011.

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Design for multimedia learning. London: Prentice Hall, 1997.

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Taggart, Jim. Busby: Learning sustainable design. Gatineau, QC: Janam Publications, 2007.

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Book chapters on the topic "Learning by Design"

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Sims, Roderick. "Which Learning Theories Learning theories ?" In Design Alchemy, 49–61. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02423-3_4.

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Elmore, Richard F. "Design as Learning, Learning as Design." In Understanding Teaching-Learning Practice, 47–62. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7155-3_4.

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van Rosmalen, Peter, and Jesús Boticario. "Using Learning Design to Support Design and Runtime Adaptation." In Learning Design, 291–301. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_18.

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Paquette, Gilbert, Olga Marino, Ileana de la Teja, Michel Léonard, and Karin Lundgren-Cayrol. "Delivery of Learning Design: the Explor@ System’s Case." In Learning Design, 311–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_20.

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Paquette, Gilbert, Ileana de la Teja, Michel Léonard, Karin Lundgren-Cayrol, and Olga Marino. "An Instructional Engineering Method and Tool for the Design of Units of Learning." In Learning Design, 161–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/3-540-27360-3_9.

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Angeline, D. Magdalene Delighta, T. Prabakaran, and I. Felcia Jerlin. "Learners' Learning Using Design Thinking Learning Approach (DTLA) with Machine Learning." In Design Thinking, 87–99. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003189923-7.

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McArthur, Ian, Luona Zhang, and Fang Xu. "Un-learning/Re-learning: Towards Pluriversal Co-design." In [ ] With Design: Reinventing Design Modes, 1377–96. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4472-7_90.

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Davis, Brent, Krista Francis, and Sharon Friesen. "Learning." In STEM Education by Design, 13–34. New York: Routledge, 2019 |: Routledge, 2019. http://dx.doi.org/10.4324/9780429025143-2.

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Davis, Adam L. "Groovy Design Patterns." In Learning Groovy, 31–34. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2117-4_6.

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Davidson-Shivers, Gayle V., Karen L. Rasmussen, and Patrick R. Lowenthal. "Concurrent Design: Preplanning and Design Tasks." In Web-Based Learning, 183–213. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67840-5_6.

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Conference papers on the topic "Learning by Design"

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Yolac, Ahu. "Virtual Learning Spaces: Designing Learning and Learning to Design." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01082.

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Roque, Ricarose, and Mariana Aki Tamashiro. "Making Learning Visible in Constructionist Learning Contexts." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3534093.

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Jackson, Dennis G., and Terry Wright. "An Intelligent/Learning Axial Fan Design System." In ASME 1991 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/91-gt-027.

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A computer-based axial fan design system has been developed that allows the designer to rapidly obtain a preliminary axial fan design. Program FANDES allows the designer two options to determine the preliminary design parameters for a single-stage axial fan. The first option allows the designer the ability to design an axial fan using conventional blade-element design techniques. The second option enables the designer to search a database of previously designed fans for a set of scaled fans that will satisfy the current design point requirements. The designer can then refine one of the fans in
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Romadhon, Muhammad Imron, Suprapto, Onky Muhammad, and Nur Qomariyah. "Instructional Design Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3377571.3377583.

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Hartfield, B., Terry Winograd, and John Bennett. "Learning HCI design." In the twenty-third SIGCSE technical symposium. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/134510.134559.

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Al-Nory, Malak T., and Diane A. Igoche. "Learning by design." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380564.

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Godsk, Mikkel, Jens B. Bennedsen, and Rikke F. Hougaard. "LEARNING DESIGN, LEARNING ANALYTICS, AND LEARNING MANAGEMENT SYSTEMS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1474.

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Sampson, Demetrios G., Panagiotis Zervas, and Sofoklis Sotiriou. "From Learning Objects Repositories to Learning Design Repositories: The COSMOS Learning Design Repository." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.89.

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Lockyer, Lori, and Shane Dawson. "Where learning analytics meets learning design." In the 2nd International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2330601.2330609.

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"E-LEARNING DESIGN THINKING AND DESIGN DRIVEN INNOVATION." In 15th International Conference on e-Learning. IADIS Press, 2021. http://dx.doi.org/10.33965/el2021_202104l010.

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Reports on the topic "Learning by Design"

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Daily, B., J. Loveland, and A. Whatley. Team learning center design principles. Office of Scientific and Technical Information (OSTI), June 1995. http://dx.doi.org/10.2172/90733.

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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spa
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Allhutter, Doris, ed. Memories, performativities and (un)learning in design. Vienna: self, 2012. http://dx.doi.org/10.1553/ita-pa-da-12-1.

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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user pr
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Cacicio, Sarah, Brian Tinsley, Antionette Miller, and Christina Luke Luna. Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity. Digital Promise, April 2022. http://dx.doi.org/10.51388/20.500.12265/154.

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Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors— along with leaders in higher education, design, and technology—to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user pr
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Chen, Chien-An, and Ming-Chih Lin. Adaptive-Learning Regeneration Controller Design for Electric Vehicles. Warrendale, PA: SAE International, October 2013. http://dx.doi.org/10.4271/2013-32-9018.

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Waaili, Salim A., Sally Byrd, Susan Conrad, Ryan Curran, Susan Dass, Shantell Hampton, George Koduah, Debra Moore, and James Turner. Learning Asset Technology Integration Support Tool Design Document. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada523974.

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Brode, Juli. designBridge: Integrating Transportation into Service Learning Design/Build Projects. Portland State University Library, December 2012. http://dx.doi.org/10.15760/trec.26.

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Min, Seoha, and Jennifer Yurchisin. Problem Based Learning: Jeanswear Design for Rare Disease Day. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-84.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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