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Pedagogical design summit

Key challenges in learning design research

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Gráinne Conole
8 December 2008

Some of the ideas and discussions from the Pedagogial Design Summit, 8th Dec 08, Sydney

J. Daziel

Problematising the areas, three key themes

  1. Levels approach to thinking. The level at which you apply the planner – scale and process LAMS mainly at class level in terms of a sequence, not a 2min activity neither at level of whole course or whole degree. PBL might be a commitment of a whole medical faculty and can then drill down at different levels
  2. Time. What level of effort do teachers have to put in before they see benefit. LPP captures how much there is in terms of thinking about planning a design. Effective where there are course in process of major redesign. Contrast with opposite where lecturers have no time – can they have something small and quick and effective. Context and readiness of lectures.
  3. Patterns. Provide people with some advice and proposed solutions – they are still at a level of generality – still need to contextualise and add some level of creativity.

S. Bennett

Use of a visual representation adapted from Ron Oliver's work -

in terms of Tasks, Resources and Support

In-depth studies of teachers' design processes

  • Major influences - their discipline, and what they know or think about students
  • Mainly get their ideas from different teachers
  • Support units mainly useful in their early years of teaching

Learning designs as practice

  • Not templates or recipes
  • Are patterns or sequences which captur the design logic
  • Should be adaptable and customisable (reusable)
  • Not limited to IT-based support systems or IT-supported learning experiences


  • Mapping LAMS activities to the conversational framework
  • To what extent can we represent the pedagogic structure and rationale of a
  • learning design in a way that can be compared computationally with other
  • designs, formal theories and learner experience?

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