Editorial: The art and science of learning design (original) (raw)

Special Issue on Learning Design Research: Mapping the terrain

Australasian Journal of Educational Technology

Learning Design as a field of educational research and practice is gaining traction internationally. Not only is Learning Design now acknowledged as a complex and integrated process, demanding specialised knowledge and skills, it is a field of technology enhanced learning and teaching that is forward looking and globally focused. This special issue is unable to provide a unified position of what Learning Design is or resolve the debate, but it is able to contribute to a better understanding of the complexity of this field of educational research and practice. It also showcases some of the cutting edge work currently conducted internationally in Learning Design research and development

Learning design: reflections upon the current landscape

Research in Learning Technology, 2012

The mounting wealth of open and readily available information and the accelerated evolution of social, mobile and creative technologies call for a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This call is reverberated by the rising trend of research in learning design (LD). Addressing this, the Art and Science of Learning Design workshop brought together leading voices in the field, and provided a forum for discussing its key issues. It focused on three major themes: (1) practices, methods and methodologies, (2) tools and resources and (3) theoretical frameworks. This paper proposes a definition of LD, reviews the main contributions from the workshop, and suggests some challenges for future research.

Learning design: reflections on a snapshot of the current landscape

2012

The mounting wealth of open and readily available information and the swift evolution of social, mobile and creative technologies warrant a re-conceptualisation of the role of educators: from providers of knowledge to designers of learning. This need is being addressed by a growing trend of research in Learning Design. Responding to this trend, the Art and Science of Learning Design workshop brought together leading voices in the field and provided a forum for discussing its key issues.

Reflections on Learning Design

As part of the MATEL (Motivational, Affective, Social, and Cultural Aspects in Knowledge Management, Collaboration, and Technology Enhanced Learning) session at Ec-Tel 2015 in Toledo, Spain. A practice-perspective from University of Technology Sydney and experiences related to introducing new technologies and practices to teaching and learning.

Learning designs: Bridging the gap between theory and practice

2007

Abstract This paper summarises the work being conducted in an ongoing research agenda focused on exploring how the 'learning design'construct can be used to support university educators to create both pedagogically sound and interoperable e-learning experiences.

Current Research in Learning Design

Educational Technology & Society, 2005

A 'learning design' is defined as the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event). The key principle in learning design is that it represents the learning activities and the support activities that are performed by different persons (learners, teachers) in the context of a unit of learning. The IMS Learning Design specification aims to represent the learning design of units of learning in a semantic, formal and machine interpretable way. Since its release in 2003 various parties have been active to develop tools, to experiment with Learning Design in practice, or to do research on the further advancement of the specification. The aim of this special issue is to provide an overview of current work in the area. This papers introduces Learning Design, analyses the different papers and provides an overview of current research in Learning Design. The major research issues are at the moment: a) the use of ontologies and semantic web principles & tools related to Learning Design; b) the use of learning design patterns; c) the development of learrning design authoring and content management systems, and d) the development of learning design players, including the issues how to use the integrated set of learning design tools in a variety of settings.

Learning design research in action

2016

The new field of Learning Design is gaining traction in higher education, aiming to address a number of challenges in technology enhanced learning and teaching. This symposium seeks to build on the national Learning Design Research strengths and help highlight Australian Learning Design theory and practice expertise. It also aims to further consolidate the Australian and international Learning Design community. The content of this submission directly addresses the following topics: An introduction of the Learning Design Framework, Generic Templates, Teacher Design Thinking in Higher Education, Connecting Connectivism and Learning Design, and Translating Learning Outcomes into Learning Designs. The symposium will be divided into five topic-based presentations. The topic discussions will be led by members of the Australian Learning Design network. Discussion will be open and audience interaction will be encouraged.