The Art & Science of Learning Design (original) (raw)

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.

Editorial: The art and science of learning design

Research in Learning Technology, 2013

Editorial for the "art and science of learning design" supplement. Introduces the learning design approach, considers some of the grand challenges associated with it, and presents the papers in this supplement.(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013; 21: 22513 - http://dx.doi.org/10.3402/rlt.v21i0.22513

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 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 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.

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.

2022: A Practical Guide to Learning Design in Higher Education Disciplines

EdMedia + Innovate Learning, 2022

Learning Design is a new discipline which is becoming mainstream, especially given the last two years of COVID-19 and the suddenly increased need to deliver online learning. However, there is inconsistency in understandings of what it means to be a learning designer. A decade ago, a learning designer was recruited based on their ability to create digital content. In recent years, there has been a push for a more holistic competency profile for learning designers, including pedagogical approaches, instructional strategies, evaluation, and soft skills. Teaching experience or research skills are not required to become a learning designer, although higher education institutions with learning designers do focus on evidence-based practices when deploying online learning. Recently, some universities in Australia have begun offering learning design courses, but there is a shortage of academics in the learning design discipline. As a result, approaches to learning design in the field are often inconsistent and based on guesswork. In this paper, to help the new generation of learning designers, the author shares a decade of experience in learning design and implementing evidence-based learning experiences.