The dissertation also describes the action research methodological approach & methods employed and explores a framework based on concepts of design, learner, technology as a foundation for framing the thesis. Finally it evidences the claim for an original contribution to knowledge through an annotated selection from a portfolio of practice.
The experience gained through increasingly responsible work rôles, in which the author was expected to guide other designers, shaped the articulation of the three analyses which were made for evaluating designs as a springboard for iterative improvement. These analyses are:
an 'expressive constructivist' model of learning;
an account of how technology can support such learning;
a learner-centred breakdown of questions to focus on progress in education more holistically.
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