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Learning Instructional Design in a Project‐Based, Technology‐Enhanced Course

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Scaling up Learning for Sustained Impact (EC-TEL 2013)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 8095))

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Abstract

By using phenomenography, the research aims to explore the different conceptions of reality that various actors (undergraduate and postgraduate students, teachers, trainers and managers in placement organizations) have in the context of two project-based learning, technology-supported courses in “Instructional design of online courses” at the University of Bucharest.

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Author information

Authors and Affiliations

  1. Lancaster University, UK

    Ioana Hartescu

Authors
  1. Ioana Hartescu
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Editor information

Editors and Affiliations

  1. Universitat Pompeu Fabra, Barcelona, Spain

    Davinia Hernández-Leo

  2. Tallinn University, Estonia

    Tobias Ley

  3. Advanced Community Information Systems (ACIS) Group, RWTH Aachen University, Ahornstr. 55, 52056, Aachen, Germany

    Ralf Klamma

  4. Catholic University Eichstätt-Ingolstadt, 85072, Eichstätt,, Germany

    Andreas Harrer

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Hartescu, I. (2013). Learning Instructional Design in a Project‐Based, Technology‐Enhanced Course. In: Hernández-Leo, D., Ley, T., Klamma, R., Harrer, A. (eds) Scaling up Learning for Sustained Impact. EC-TEL 2013. Lecture Notes in Computer Science, vol 8095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-40814-4_74

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  • DOI: https://doi.org/10.1007/978-3-642-40814-4_74

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-40813-7

  • Online ISBN: 978-3-642-40814-4

  • eBook Packages: Computer ScienceComputer Science (R0)

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