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Design for Learning

Teachers in higher education are constantly required to design and re-design modules and courses. This paper argues that without a grounding and an understand of the principles of good design it is predicted that curricula will be created that do not function as effectively as they might. Also it is likely that those that creating them will tend - with the best intentions - to replicate that which is familiar: whether it works or not.


designforlearning.pdf View Document

The materials published on this page were originally created by the Higher Education Academy.