Abstract
For teachers to be effective in their teaching and learning and to ensure good quality in the design of learning tasks and activities, they need to have a deep understanding of learning design and the skills required for a changing world. In this study, pre-service teachers at a public institution of higher learning enrolled in an online module were purposively sampled (n=25) to understand their conceptions of learning design. Their critical reflections, as captured in online portfolios, were guided by a number of predetermined questions, texts, and images illustrating their learning experience in this module. All the data sources were analysed by using the document analysis process informed by Learning Educators Advanced Pedagogies for the 21st Century (LEAP 21) framework to understand their pedagogical informed principles of learning design. The outcome of data groundedness illustrated that three out of the five learning design elements pointed out that pre-service teachers have a good command of the conception of learning design, namely self-regulation, perceived ease of use of ICT for learning, and a moderate understanding of collaboration. It has become clear, according to the findings of the investigation, that learning activities of portfolio reflections can shape pre-service teachers’ conception of learning design.
M.Ed.