The Theory and Practice of Design for Learning workshop at Designs for Learning 2012

25 April 2012
Copenhagen, Denmark

A Learning Design Grid workshop at the Designs for Learning 2012 conference, Copenhagen, 26 April 2012

Cloudscape created by:

Yishay Mor
10 April 2012

A Learning Design Grid workshop at the Designs for Learning conference

Copenhagen, 26 April 2012

The rapid evolution and widespread use of advanced technologies offer educators and learners unprecedented opportunities to create, organise, share and access knowledge. Such technologies create potent learning environments, which are constantly shifting with escalating complexity. The challenge of education is no longer about the delivery of knowledge; it is about designing learning environments, tools and activities for learners to construct knowledge.

In order to influence the practice of education, there is a need to acknowledge and develop the role of educational practitioners as designers of learning and establish their role as design-researchers in the context of their daily work. The onus of learning design is shared between three communities: researchers engaged in design-based research, developers producing learning design tools, and practitioners facing the daily challenge of creating learning opportunities. All three communities acknowledge the need for dialogue between them, yet rarely has there been an opportunity to engage in such discussions productively.

The Learning Design Grid (http://www.ld-grid.org) is a STELLAR network of excellence theme team, dedicated to exploring these issues. Over the last year, we have examined a variety of resources, tools and approaches to learning design, and attempted to identify the key promises and challenges in this field. This workshop will present and discuss a new holistic approach that integrates innovative methodologies, tools and representations for learning design (LD). This approach aims to establish structure and provide guidance in the creation of learning interventions and resources. One important aspect involves bridging learning design theory and practice, coupled with a state-of-the-art analysis of existing practices, tools and visual representations.

This highly interactive workshop gives participants (teachers, educational practitioners, educational researchers) the opportunity to learn and discuss about the current trends in learning design (LD) techniques, representations and tools.

The main questions/topics to be addressed will be:

  • Connecting research and practice, enabling educational practitioners to design and develop high-quality activities, resources and tools for learning and teaching.
  • Consolidating the diverse traditions of design-based research in education and making them accessible to the widest audience possible.
  • Identifying effective practices, representations and tools for evidence-based learning design.

Workshop Schedule

The length of the workshop is 110 minutes. We will start with a general introduction of the workshop and the Learning Design Grid. This will be followed by hands-on group activities which will guide participants in the use of some of the Learning Design Grid resources, in support of their professional practice.

Feedback form - thank you!

References

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Conole, G. & Jones, C. (2010), Sharing practice, problems and solutions for institutional change, in Peter Goodyear & Symeon Relatis, ed.,'Technology-Enhanced Learning: Design Patterns and Pattern Languages', Sense Publishers, , pp. 277--296.

Confrey, J. (2005), The evolution of design studies as methodology, in Keith Sawyer, ed.,'The Cambridge handbook of the learning sciences', Cambridge: Cambridge University Press, , pp. 135--151.

Cross, S.; Conole, G.; Clark, P.; Brasher, A. & Weller, M. (2008), Mapping a landscape of learning design: Identifying key trends in current practice at the Open University, in '2008 European LAMS Conference'.

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Goodyear, P.; Markauskaite, L. & Kali, Y. (2010), Learning design, design contexts and pedagogical knowledge-in-pieces, in 'Proceedings of The Future of Learning Design Conference', pp. 13-19.

Hernández-Leo, D.; Villasclaras-Fernández, E. D.; Asensio-Pérez, J. I.; Dimitriadis, Y.; Jorrín-Abellán, I. M.; Ruiz-Requies, I. & Rubia-Avi, B. (2006), 'COLLAGE: A collaborative Learning Design editor based on patterns', Educational Technology and Society 9(1), 58-71.

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Kali, Y. (2009), The Design Principles Database as means for promoting design-based research, in Anthony E. Kelly; Richard A. Lesh & John Y. Baek, ed.,'Handbook of design research methods in education', Routledge, New York, pp. 423-438.

Kali, Y.; Goodyear, P. & Markauskaite, L. (2011), 'Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces', Learning, Media and Technology 36(2), 129-149.

Kali, Y. & Ronen-Fuhrmann, T. (2011), 'Teaching to design educational technologies', International Journal of Learning Technology 6(1), 4-23.

Katsamani, M. & Retalis, S. (2011), Making Learning Designs in Layers: the CADMOS Approach, in 'IADIS Multi Conference on Computer Science and Information Systems 2011'.

Koper, R. (2006), 'Current Research in Learning Design', Educational Technology & Society 9(1), 13-22.

Laurillard, D.; Charlton, P.; Craft, B.; Dimakopoulos, D.; Ljubojevic, D.; Magoulas, G.; Masterman, E.; Pujadas, R.; Whitley, E. & Whittlestone, K. (2011), 'A constructionist learning environment for teachers to model learning designs', Journal of Computer Assisted Learning, no--no.

Luckin, R. (2008), 'The learner centric ecology of resources: A framework for using technology to scaffold learning', Computers & Education 50(2), 449-462.

Mor, Y. & Winters, N. (2007), 'Design approaches in technology enhanced learning', Interactive Learning Environments 15(1), 61-75.

Mor, Y. (2011), Design Narratives: An Intuitive Scientific Form for Capturing Design Knowledge In Education, in 'Learning in the Technological Era 6th Chais Confernece', Open University, Israel, , pp. 57-63.

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