Abstract
It seems undeniable that the choice of activities to be carried out by learners has some positive or negative effect on their learning. It also seems reasonable to assume that they can be characterised and grouped into structures which can be usefully exchanged between teachers as a basis for planning activities. These structures are known as learning designs (typically in Europe) or instructional designs (typically in North America) and the groupings are often referred to as patterns (following the approach established by Alexander, Ishikawa and Silverstein (1977)).
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Goddard, T., Griffiths, D., Mi, W. (2015). Why has Ims Learning Design not Led to the Advances which were Hoped for?. In: Maina, M., Craft, B., Mor, Y. (eds) The Art & Science of Learning Design. Technology Enhanced Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-103-8_9
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DOI: https://doi.org/10.1007/978-94-6300-103-8_9
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