Abstract:
This paper presents a beta version of a generic learning design based on analogical
reasoning. The value of applying principles of analogical reasoning, informed by key
literature, is explored. The need to work collaboratively, not only with field experts but also
teachers themselves is also discussed. This relationship is evidenced through the
contribution of pre-service teacher participants who took part in a recent study which
focused on their experiences in designing and implementing a learning design based on
well researched learning strategies. Participants chose to implement their own
contextualised analogical reasoning online tasks in school-based learning environments and
the crucial role of the teacher to facilitate learning of target concepts is highlighted.
