I got my copy of ‘Learning Design: conceptualising a framework for teaching and learning online’ through the post recently. It’s always nice to see your work in print! This book is the product of a group I have been part of over the past few years. The group was headed by James Dalziel; who had a national fellowship, which enabled him to bring us together a number of times, to articulate what we mean by Learning Design and how it is distinct from but complementary to the more established field of Instructional Design. We had a series of excellent meetings and the result was the Larnaca Declaration on Learning Design. In addition we agreed to write this book to flesh out our various research interests.
The first chapter is co-authored and describes the Larnaca Declaration on Learning Design. In the second chapter I describe the theoretical underpinnings of Learning Design, and how in particular it draws on socio-cultural perspectives and the concepts of mediating artefacts and the affordances of digital technology. James Dalziel and Eva Doboozy reflect on the role of metaphors for Learning Design in chapter three. In chapter four Simon Walker and Mark Kerrigan argue that Learning Design has the potential to offer ways of representing, communicating and critiquing learning ideas, patterns and experiences across different subjects and from multiple perspectives. In chapter five Eva Dobozy and Chris Campbell explores Learning Design from the much cited Technological Pedagogical and Content Knowledge (TPAK) framework. They present a conceptual framework that helps to analyse Learning Design and TPACK research. I describe the 7Cs of Learning Design framework in chapter six and the associated resources and activities and how this can be used to help teachers rethink their design practice to make pedagogical informed design decisions that make appropriate use of technologies. Sue Bennett, Shirlet Agostinho and Lori Lockyer describe their research on investigating University educators’ design thinking and in particular the implications for design support tools in chapter seven. In chapter eight Sandra Wills and Chris Pegler argue for the need for a deeper understanding of reuse. Eva Dobozy and James Dalziel, in chapter nine, consider the use and usefulness of transdisciplinary pedagogical templates. Emil Badilescu-Buga discusses the social adoption of Learning Design in chapter ten. Matt Bower presents a framework for adaptive Learning Design in a web-conference environment in chapter eleven. The final chapter looks to the future, ‘Learning Design: where do we go from here?’. In addition to the book, a special issue of JIME was published with selected chapters from the book. And a special interest group on Learning Design has been set up by Simon Walker, the first meeting is later this month.
This is a must read for anyone interested in Learning Design, its origins and uses. I really enjoyed being part of the group and feel proud of the Larnaca Declaration and the book. I want to thank James for enabling this to happen and I look forward to seeing how the area develops in the coming years.
I am interested in running a series of Learning Design workshops at Bath Spa University using the 7Cs of Learning Design framework described in the book. In particular I want to help colleagues rethink their design practice, to make more pedagogically informed design decision that make appropriate use of digital technologies.