The DOI matches its Crossref record.
Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. By Diana Laurillard: Pp 272. London: Routledge. 2012. £22.99 (pbk). ISBN-10: 041580387X.
Abstract
In this book, Diana Laurillard has brought together a wealth of pedagogical and educational research data and aligned it with real examples of how teachers design effective learning for students us...
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Each cycle stage depends on its predecessor and follows a continuous logical pattern step-by-step (Morris, 2012).”
From Designing experiential learning activities with generative artificial intelligence tools for authentic assessment (2024) · cites this paper as Morris, 2012
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Salinas-Navarro, D. E., Vilalta-Perdomo, E., Michel-Villarreal, R., & Montesinos, L. (2024) · Interactive Technology and Smart Education · doi:10.1108/itse-12-2023-0236 · Cited by 84
Wang, R. (2019) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v14i16.11151 · Cited by 25
4FAD: A framework for mapping the evolution of artefacts in the learning design process
Cristóbal, J., Hernández‐Leo, D., Carvalho, L., Martínez‐Maldonado, R., Thompson, K., Wardak, D., & Goodyear, P. (2018) · Australasian Journal of Educational Technology · doi:10.14742/ajet.3706 · Cited by 23
Teacher professional development in the contexts of teaching English pronunciation
Hermans, F., Sloep, P., & Kreijns, K. (2017) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-017-0059-9 · Cited by 18
Technological Pedagogical Content Knowledge
Lu, C., & Chen, W. (2025) · Springer eBooks · doi:10.1007/978-981-96-8193-8_3 · Cited by 4
Metadata
- Authors
- Morris, N.
- Affiliations
- University of Leeds (GB)
- Corresponding author
- Morris, Neil
- ORCID
- Morris, Neil
- Venue
- British Journal of Educational Studies
- Publisher
- Informa UK Limited
- Published
- 2012-12
- Volume
- 60
- Issue
- 4
- Pages
- 448-450
- ISSN
- 0007-1005 (ISSN-L)
- 1467-8527
- OpenAlex
- W1496269277
- Cited by
- 8
- References
- 0
- Citations by year
- 2025: 4 · 2024: 1 · 2019: 1 · 2018: 1 · 2017: 1
- Type
- book review
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Studies (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Online and Blended Learning
- Keywords
- design science, pedagogical patterns, learning design, instructional design, educational technology, teacher practices
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
