Taken together the articles in this special issue provide an up to date and authoritative overview of the field of learning design research and demonstrate the diversity of research that is going on in this area.

1. n in g
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Designing for learning
Typologies of Learning Design and the
introduction of a “LD-Type 2” case example
sing patterns to design technology-enhanced
U
learning scenarios
Students as learning designers: Using social
media to scaffold the experience
Blended Collaborative Constructive Participation
(BCCP): A model for teaching in higher education
Knowledge-building: Designing for learning using social
and participatory media
Creating Invitational Online Learning Environments Using
Art-Based Learning Interventions

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3. Contents
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Special edition
Designing for learning
Contents
Editorial....................................................................................................................6
In-depth....................................................................................................................7
Typologies of Learning Design and the introduction of a “LD-Type 2”
case example......................................................................................................................... 8
Using patterns to design technology-enhanced learning scenarios............................... 24
Students as learning designers: Using social media to scaffold the experience........... 34
Blended Collaborative Constructive Participation (BCCP):
A model for teaching in higher education......................................................................... 41
From the field.........................................................................................................52
Knowledge-building: Designing for learning using social
and participatory media...................................................................................................... 53
Creating Invitational Online Learning Environments
Using Art-Based Learning Interventions............................................................................ 61
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4. Editorial Board [ +]
Tapio Koskinen, Head of New Solutions, Jean Underwood, Professor of Psychology
Aalto University Professional Development Nottingham Trent University, UK
(Aalto PRO). Aalto. Finland [ +] United Kingdom [ +]
Lieve Van den Brande, Senior Jos Beishuizen, Professor of educational
Policy Officer, European Commission. science and Director of the Centre for
Belgium [ +] Educational Training, Assessment and Research
VU University Amsterdam.Netherlands [ +]
Pierre-Antoine Ullmo, Founder and Director. Matty Smith, Programme Director
P.A.U. Education. European Learning Industry Group (ELIG)
Spain [ +] United Kingdom [ +]
Lluís Tarín, Strategic and Leadership Advisor Nicolas Balacheff, Kaleidoscope Scientifi c
Jesuites Education Manager; Senior Scientist at CNRS (National
Spain [ +] Scientifi c Research Center), France [ +]
Antonio Bartolomé, Audiovisual Communication Ulf-Daniel Ehlers, Director of the European
Professor. University of Barcelona Foundation for Quality in E-Learning
Spain [ +] University of Duisburg-Essen
Germany [ +]
Claire Bélisle, CNRS Research Engineer, France Wojciech Zielinski, Chairman of the Board
LIRE (University Lyon 2 CNRS) of MakoLab Ltd; Member of the Board of
[ +] Association of Academic E-learning,
Poland [ +]
Peer-reviewers [ +]
Anabela Mesquita. Higher Education. ISCAP Portugal
. Giuliano Vivanet. Higher Education. Università degli Studi di
Avgoustos Tsinakos. Higher Education. TEI KAVALAS. Greece Cagliari. Italy
Axel Schwarz. Administrative. Germany Guillaume Durin. Higher Education. Jean Moulin Lyon 3
University (France). France
Bulent Cavas. Higher Education. Dokuz Eylul University. Turkey
Lucilla Crosta. eLearning specialist. Kelidon Association
Carlos Morales. Executive or managerial. Sistema Universitario
Ana G. Méndez. Outside Europe Nuno Garcia. Higher Education. Universidade Lusófona de
Humanidades e Tecnologias. Portugal
Chris Douce. Higher Education. Open University. United
Kingdom Pedro Maya Álvarez. Executive or managerial. Divulgación
Dinámica S.L.Spain
Claudia Panico. Higher Education. Università Gabriele
D’ nnunzio Chieti. Italy
A Santiago Palacios. Higher Education. Universidad del País
Vasco. Spain
Evangelos Marinos. Higher Education. Athens Medical School.
Greece Paula Peres. Higher Education. PAOL. Portugal
Emmanuel Bellengier. Executive or managerial. UI Learning. Alfredo Soeiro. Portugal
France
Chief Editor
Jimena Márquez, P.A.U. Education
[ +]
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6. Editorial
Designing for learning
New open, social and participatory effective learning activities, it offers a In From the Field, two classroom
media clearly have significant potential potential solution to address some of models are shared. Each report offers
to transform learning and teaching. the challenges above. This 27th edition an example of teachers who have taken
They offer learners and teachers a of eLearning Papers focuses on learning personalised approaches to integrating
plethora of ways to communicate design, with the aim of clarifying and learning design strategies into their
and collaborate; to connect with a disseminating different perspectives and every day practices.
distributed network of peers, and to practices in the field.
find and manipulate information. In Taken together the articles in this
addition there are now a significant The articles in this issue’s In-depth special issue provide an up to date
range of free educational resources and section address how to best understand and authoritative overview of the
tools. and use learning design, both in field of learning design research and
terms of tools and methodologies. demonstrate the diversity of research
While there is great interest in using The first pair of articles look at that is going on in this area. “Designing
these new technologies to the benefit of practical conceptualisations of learning for learning is the key challenge facing
learning and teaching, there seems to be design, supported by case examples. education today – practitioners need
a gap between the promise and reality Dobozy’s paper offers a three-tiered guidance and support to ensure that
of the use of technology in education. categorisation of learning design, while their design is pedagogically informed
There is also a lack of evidence that Buendía-García and Benlloch-Dualde’s and effective, making innovative use of
education has changed fundamentally study attempts to track patterns in the affordances that new technologies
in light of the introduction of new different learning scenarios and applies offer” (Conole, G. Designing for
technologies into the classroom. This them to new learning design contexts. learning in an open world, New York:
paradox, the gap between the potential The second pair of articles reviews Springer)
and actual use of technology, lies at blended teaching or the increased
the heart of the growth of a new area participation of students in designing
of research that has emerged in recent learning. Cameron and Tanti look at the Gráinne Conole
years. usefulness of social media in authorising University of Leicester, UK.
students to actively design their [ +]
Learning design research aims to learning processes and Beatrice reviews
better understand this mismatch. By six years of experimentation with a
focussing on the development of tools, Tapio Koskinen
Blended Collaborative Constructive www.elearningpapers.eu
design methods and approaches to Participation (BCCP) model at the Director of the Editorial Board
help teachers design pedagogically university level. [ +]
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7. In-depthFostering analysis and discussion
on Learning trends in Europe
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T
ypologies of Learning Design and the
in
introduction of a “LD-Type 2” case example
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higher education
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8. 8 eLearningPapers
Typologies of Learning Design
In-depth
and the introduction of a “LD-Type 2”
case example [ ]
Authors
Eva Dobozy
School of Education
Edith Cowan University
[ +]
Introduction
This paper explores the need for greater clarity in the
Summary
Technology-mediated life experiences
conceptualisation of Learning Design (LD). Building on
Cameron’s (2010) work, a three-tiered LD architecture is are on the increase. This ‘ICT-
introduced. It is argued that this conceptualisation is needed isation’ (Rush, 2008) or ‘digital turn’
in order to advance the emerging field of LD as applied to (Buchanan, 2011) of all aspects of our
education research. lives, through the increased importance
that is placed on technology-
This classification differentiates between LD as a concept (LD mediated (inter)action, is, so it could
Type 1), LD as a process (LD Type 2), and LD as a product be expected, also greatly affecting
(LD Type 3). The usefulness of the three types is illustrated by a all levels of education. However,
case example of a virtual history fieldtrip module constructed in a recent study found that many
LAMS as Type 2 LD. This case shows the workflow from LD Type Australian and Canadian secondary
1 to LD Type 2, followed by LD Type 3 research and development and primary History classrooms still
data. History as a learning area was chosen in this paper for its operate in traditional ways, showing
ability to illustrate LD concepts and the interrelationship of LD the same war movies to various year
types. groups, using outdated textbooks and
The case serves to illustrate the foundations, scope and ambitions taking children to the local museum
of this learning design project, which was underpinned by an (Clarke 2008). As one student in
educational psychology framework and firmly linked to the goals Clarke’s (2008) study observed: “The
of the new Australian curriculum. The purpose of LD as process videos are shocking and some of the
is to inform other teachers of the affordance of LD, providing textbooks, too, are like from 1988,
contextualised data and to invite critique of particular TEL and that’s how old we are’ (p. 7). This
practices. research finding echoes others and is
illustrative of two problems in teacher
and school education in Australia and
elsewhere: (a) the persistent disconnect
between students’ ‘life world’ and
classroom experiences, and (b) the
ineffectiveness of ‘ad-hock’ and ‘add-on
Tags professional development solutions’ to
learning design, LAMS, Australian the traditional teacher-centric, whole-
curriculum, history teaching class pedagogical strategies that have
been successfully applied over the last
few decades in schools and teacher
education in Australia.
Languages
cz da de bg et el es fr it lv lt hu nl pl pt ro sk sl fi sv
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9. 9 eLearningPapers
In-depth
The teaching and learning of effective Littlejohn, 2009). There is still in the educational psychology literature
technology-enhanced and/or mediated reluctance in the education community referred to as ‘technological pedagogical
learning design that is student-centric to embrace TEL as possibly providing content knowledge (TPCK) (Juang, Liu,
and highly personalised and teachers’ more effective learning opportunities Chan, 2008). Despite the variety of
general understanding of the value- than traditional, whole-class face- terms used, the phrase ‘learning design’
added nature of new developments to-face teaching, because it is highly seems to gain prominence in Australia
in pedagogy is urgently needed (see interactive, flexible, personalised and and the United Kingdom. Nevertheless,
Dobozy, forthcoming). The ‘digital relevant to today’s students (Conole, the increased use of the term ‘learning
literacies’ component of the curriculum Brasher, Cross, et al. 2008; Ertmer, 2005). design’, without a specific definition
will need to be introduced to teacher of its meaning, makes it problematic
education students, not only in an to further this emerging field of study.
isolated ICT workshop or spcialised Learning Design 101 For example, in their recent Open
professional development course, but This paper utilises History teaching Education Resource impact study, Liz
rather will need reinforcement and and learning in the new Australian Masterman and Joanne Wild (2011)
modeling through the embedding of curriculum as a learning area case used the term ‘learning design’ close
TEL as part of their ‘normal’ learning example. Nevertheless, what is under to thirty times, mixing and matching
experience and situated in context. review here is not so much the learning it with other common educational
The inclusion of technology-enhanced content, but rather the pedagogical terms to construct phrases such as
curriculum design and the expansion approaches taken that support the ‘learning design tools’, ‘learning design
of traditional modes of learning and learning of the required content. environments’, ‘open learning designs’,
teaching have to be documented in In the case of pre-service teachers’ and even refer to ‘the learning design
a way that is accessible to teachers, learning about History and historical approach’ without defining the concept.
providing a nexus between theory literacy, the content of the compulsory Conducting research into Learning
and applied practice. This will allow social studies units inevitably includes Design demands an understanding of
pre-service and in-service teachers to pedagogical content knowledge (Fisher, the concept and the development of
become cognisant of the range of new Higgings Loveless, 2006). In the shared understanding among researchers
pedagogical strategies and enable them recent educational literature, this area and participants. The lack of conceptual
to develop an informed view about of study, which increasingly involves clarity leads to confusion as Berggren
the effectiveness (or otherwise) of technology to enhance learning, is and colleagues (2005) powerfully
current teaching and learning practices. referred to as ‘learning design’ (Dalziel, illustrate:
Increasingly the educational literature 2009); ‘instructional design’ (Chu
is critical of formal education’s ability Kennedy, 2011); ‘curriculum design’ The initial immersion into Learning
to provide learners with opportunities (Ferrell, 2011); ‘educational design’ Design gave us an experience of
that enable them to develop knowledge (Goodyear Ellis, 201), ‘design for confusion over terms,concepts and
and skills needed in a globalised and learning’ (Beetham Sharpe, 2007), tools. Our group constantly mixed
networked world (Beetham, McGill ‘design-based learning’(Wijen, 2000) or discussions amongst conceptual points,
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10. 10 eLearningPapers
In-depth
codified specifications and multiple more insight into the learning design (see Dobozy, Campbell, Cameron,
tools which are in various stages of construct. 2011); LD makes the teaching and
development. learning process explicit to teachers
Echoing Cameron’s (2010) views that and learners, therewith contributing to
Teachers will need to grasp these the emerging field of LD holds great teacher and/or learner accountability
differences before a meaningful promises, it is contended that the and reflection. The potential for quality
discussion can take place. (p. 4) consistent structure for experimenting, improvement of learning and/or
documenting, reflecting and sharing teaching is possible precisely because it
The following table is taking Cameron’s teaching and learning strategies allows is a cycle of innovation, dissemination
(2010) classification work as a starting for the development of generic models translation and transformation, which
point. Synthesising and adapting her as templates to be used in a variety can be conceptualised as a new,
conceptualisation of learning design of contexts and with diverse students. community-based, ecological paradigm
(LD), the purpose here is to make Following specific design norms, of teacher learning (Berggren, Burgos,
meaning of this elusive concept and underpinned by social constructivist Fontana et. al., 2005). The underpinning
contribute another tentative construct and/or connectivist learning theories notion of LD, as expressed in Table1,
that can be advanced further as we gain
Type Description Goal
LD – Type 1: LD as a concept, underpinned by social A documentation of the establishment,
LD as a concept constructivist/connectivist learning theory, is benchmarking and testing of and adherence to
a standardised (re)presentation of technology- design-based principles and practices with the
enhanced learning sequences and prescribed aim of providing a theoretical foundation to assure
design-based procedures that are content consistency and contribute to the testability of the
independent. effectiveness of this new theoretical construct.
LD – Type 2: LD as a process is an illustration of the Providing a documentation of process in a particular
LD as a process interpretation of the generic LD principles and an context, with the aim of informing other teachers of
attempt of the implementation of LD into practice the affordance of LD (benefits, obstacles and risks)
by outlining learning intent, planning and enacting through a detailed explanation of experiences of
of a particular learning sequence in context, which various stakeholders.
includes subject-specific content.
LD – Type 3: LD as a product is a documentation of teacher and Providing a documentation of process with the aim
LD as a product student roles and resources needed (similar to to construct a model, template or pre-engineered
documenting and sharing paper lesson plans) in the learning construct to share with other teachers to be
enactment of a particular LD sequence. adopted, adapted and enhanced.
Table 1: Typologies of Learning Design
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11. 11 eLearningPapers
In-depth
Work flow
LD concept LD processes in context LD model or template
Figure 1: Conceptual structure of LD type integration
is that learning design can be classified LD (Type 1) is a conceptual construct way these online learning systems are
according to type (Type 1: LD as making explicit epistemological and conceptualised and used by lecturing
concept; Type 2: LD as process, and Type technological integration attempts by staff and students. Whereas LMS are
3: LD as product). It is argued here the designer of a particular learning used mainly as resource repositories and
that unless there is greater clarity about sequence or series of learning for management purposes, LAMS seems
the LD classification, the advancement sequences. The design process to have a pedagogical focus (see also
of learning design knowledge may be is generally informed by social Dalziel, 2005).
inhibited. constructivist and/or connectivist
learning theories and aims to share
How these various types of LD the LD theory/praxis nexus in an Traditional history teaching
seamlessly integrate is illustrated in attempt to open the LD sequence/s and the new Australian
Figure 1 up for adaption, adoption and/or curriculum
enhancement.
LD as a process is an illustration of the History as a learning area has gained
learning intent, planning and enacting Based on this conceptualisation of LD prominence in the new Australian
of a particular learning sequence in – Type 1, the Type 2 LD was built as an curriculum, which is currently being
context, which includes subject-specific online module constructed in LAMS developed. Although it is not the
content. What the above discussion and seamlessly embedded through a first time a national curriculum is
alerts to and Figure 1 illustrates is that it plug-in in the Blackboard LMS. It was on the agenda, it is the first time it
is imperative to make explicit the way designed to introduce undergraduate is being actualised. The reason given
LD is conceptualised (Type 1), prior to and/or graduate diploma teacher by the current Federal Government
engaging with LD as a process (Type 2), education students enrolled in the concerning the need for a national
applying LD – Type 1 principles. Hence, compulsory Society and Environment curriculum, which is “one of the
in what follows, I offer an alternative, units (SSE2105/SSE4215) to the first in the world to be delivered
more precise description of LD to principles and practices of virtual online”, is “to ensure Australians are
the one outlined in Table 1, prior to history teaching, through the illustration armed with the knowledge and skills
providing an example of LD as a process of the nature and purpose of virtual to meet the demands of the 21st
(Type 2 LD), illustrating the learning History fieldtrips. LAMS is an ideal tool Century” (Australian Labor, 2011). The
intent, planning and enacting of one for the actualisation of LD, described inclusion of History in the first phase
learning design sequence in LAMS. by Dalziel (2005) as a ‘learning design of the development of the Australian
The definition of LD (Type 1) offered system’ (p. 1), which is remarkably Curriculum is based on the realisation
below is somewhat different from the different from conventional LMS, such that today’s young are generally
adopted work of Cameron (2010) and as Blackboard, Moodle or Desire2Learn disinterested in and ill-informed about
is reflecting my current understanding (Dobozy, Reynolds, Schonwetter, Australia’s system of government, its
of LD (Type 1) in an attempt to provide 2011). The major difference described current role in a globalised world and
a system of classification: by Dobozy et. al. (2011) is in the its recent history. An example of the
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12. 12 eLearningPapers
In-depth
lack of historical literacy is provided students can be attributed to learning the curriculum material. History
in a report prepared by the Ministerial design issues. Teachers note that there education includes the goal to commit
Council on Education, Employment, are often insufficient resources available students, at all levels of education, to
Training and Youth Affairs (2006), and students generally find the subject become active and informed citizens,
which explains that the vast majority area ‘boring’: able and willing to express their own
of Year 10 students (77%) in a national views and to be creative in the pursuit
Civics and Citizenship proficiency Students are sick of repeating topics and of knowledge. Hence, it is important
assessment did not know that the boring material; they want engaging to engage students of History with
Australia Day celebrations are attributed teachers who love what they do and questions of values, beliefs and
to the arrival of the first fleet of 11 can bring imagination to their lessons. attitudes that relate to the teaching
ships from the British motherland in For their part, teachers and curriculum and learning of historical facts and
1788. A more recent study conducted officials also want the subject to come concepts. Therewith students develop
by Clarke (2008) into the ways alive in the classroom and to be as their historical literacy as outlined by
students and teachers think about relevant and interesting as they feel it the Australian Curriculum Assessment
Australia’s history found that there is an can and should be. (Clarke, 2008, p. 11) and Reporting Agency (ACARA)
acknowledgement of the importance of in the new Australian curriculum
Given Clarke’s findings, which support
the learning area, but the disconnection (ACARA, 2011), rather than simply
the evidence provided by MEETYA
of students with History as a subject learning to remember disjointed facts.
(2006) concerning students’ lack
matter is attributed to the way it is This holistic conception of History
of interest in and understanding of
taught. Clarke (2008) observes: teaching includes the development
History, it was seen as imperative that
of affective processes and cognitive
While … students overwhelmingly teacher education needed to take some
information processing (O’Donnell,
acknowledge the importance of learning responsibility and review its history
Dobozy, Bartlett et. al., forthcoming).
about the national history in school, teaching curriculum. As a result,
The virtual history fieldtrip module
many of them criticise the subject for novel pedagogical approaches were
that was constructed in LAMS and is
being boring and repetitive. …[T] introduced in the compulsory unit
used here as a case example, illustrates
eachers frequently felt disappointed they Society Environment (SSE2105/
the balancing of different learning
couldn’t do more for the classes. And SSE4215) at our university. The design
goals as set out by ACARA (2011). It is
even in those schools with better access of the curriculum was based on
underpinned by a social constructivist
to resources there remains the question inquiry-based and interactive learning
and/or connectivist epistemology. The
of how teachers use the material principles and informed by latest
aim of the LAMS learning module
available to them. (p. 5) research (Hill Fetherston, 2010).
was to provide experiential learning
The learning design had to make
opportunities for teacher education
Clarke’s (2008) research found that the the learning area relevant to teacher
students and introduce them to a new
main reason of frustration with the education students and provide ways
way of history learning and teaching
learning area reported by teachers and to engage them with each other and
that is cost-effective, interactive and
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13. 13 eLearningPapers
In-depth
responds to school students’ interest in
and knowledge of Web 2.0 applications
(Chu, Kennedy, 2011).
LD – Type 2 case example:
The virtual history module
in LAMS
The virtual history module commenced
with a general introduction about
online history teaching, alerting to
the extensive resources and various
mediascapes developed recently by
Australian and international educational
authorities (see Figure 2 for an author’s
view of the complete module).
One of the many attractive features of
LAMS, as a learning design platform, is
the possibility of seamless integration
of external resources into the learning
Figure 2: Author’s view of virtual History learning module
activity, making access easy and
convenient for learners (see Figure 3).
Students can choose to explore as many sense of agency in students. The new range of materialities of texts and
of the outside resources provided as mode of communication, referred who then highlight the materiality;
they see practicable or useful for their to by Anne Wysocki (2004) as ‘new such composers design texts that help
learning, or simply engage with the set media texts’, provides a platform for readers/consumers/viewers stay alert
activity. various forms of engagement with the to how any text-like its composers and
multitude of resources that are ‘pulled readers- doesn’t function independently
The deliberate composition of
into’ the particular learning activity. of how it is made and in what contexts.
multimedia texts, taking advantage of
Wysocki (2004) explained the value of Such composers design texts that make
the possibility of multimodality (Kress,
this form of LD as follows: as overtly visible as possible the values
2010) of technology-enhanced learning
they embody. (p. 15)
design, incorporating YouTube videos, I think we should call ‘new media
digital archive documents, webpages, texts’ those that have been made by The composition described here is
blog entries etc, aims to encourage a composers who are aware of the the learning design process (Type 2),
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14. 14 eLearningPapers
In-depth
Figure 3
Seamless integration of external resources
into LAMS activities
which, naturally, is underpinned by LD and secondary school excursions and context. Hence, it will continue to
principles (Type 1) and the definition fieldtrip memories (see Figure 4). outline the design steps of this learning
of LD provided above. It offers module in some detail. The personal
opportunities for personal exchange The particular design sparked interest experience sharing activity is followed
in conjunction with the acquisition and encouraged students to participate by the dissemination of technical and
of new information provided through actively in the discussions, sharing pedagogical information concerning
multiple media resources and activities. personal experiences. Following the the organisation of History Excursions
The deliberate design provides an goal of LD – Type 2, this section of the (see Figure 5).
avenue for student agency and freedom paper is concerned with documenting
(see Dobozy, 1999). the design process in a particular
Following on from the general
introduction to the module, the
learning sequence commenced with
a statement about the common
occurrence of fieldtrips in social
studies classes and their relevance
in the new Australian curriculum.
It made reference to and built on
students’ previous curriculum topics
in educational psychology units
Figure 4
concerning ‘cooperative learning’, Interactive forum activity exploring personal experiences
‘student motivation’ and ‘personal
values developments’. This introduction
segment, which was linking to various
current national policy documents
and information from previous units
was then followed by an interactive
learning activity developed using
the LAMS Forum tool. The task was
purposely designed to ground the
policy document review and past
unit reference information by way
of connecting them with personal
experiences during students’ primary Figure 5
Fieldtrip preparation – linking personal experiences with pedagogical knowledge
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As depicted in Figure 6, a case scenario
was constructed that requires students’
input and deep engagement with
the subject matter. The real-world
case scenario was inviting learners to
analyse their prior knowledge, and
synthesise the theoretical and practical
information to arrive at a conceptual
framework that can be discussed and
debated with peers.
Following on from requesting students
to provide their ideas and considerations
to a number of questions, a list of
possible locations for the History Figure 6 – parts (a) and (b) Scenario-based collaborative learning
Excursion is provided. The activity
then invited students to review possible
excursion sites that do not include
the typical local museum trips, but
instead provide attractive alternatives,
complete with links to websites and
other multimedia resources. Students
are required to explain their top three
preferred history excursion places and
calculating the financial cost and time
investment for one of their choices.
Completing the segment on the
customary physical history fieldtrip,
students were then introduced to the
concept of virtual history fieldtrips and
their organisations, again complete with
external links and plenty of resources
(see Figure 7).
Only after exploring traditional physical
fieldtrip preparations and reflecting
on personal past experiences did
the module progress to outline the
nature and purpose of virtual history Figure 7
Experiential, problem-based learning example
fieldtrips. Many practising and trainee
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Figure 8
Collaborative reflection about pedagogical
reality in primary classrooms
teachers have limited knowledge The final discussion activity intended the LD classification, learning design
and understanding of virtual history to draw learners’ attention to the vast research and development activities
fieldtrips, their purpose, organisation time investments required of teachers may not advance at the rate possible
and benefits for teachers and learners and financial costs associated with otherwise. History as a learning area
(Brush, Saye, Kale, et. al., 2009). Hence, traditional History fieldtrips. This was chosen to illustrate LD concepts
it was important to provide teacher LAMS module was designed to engage and the interrelationship of LD types.
education students with sufficient teacher education students, many of The introduction of the nature and
information and interaction possibilities whom were, similar to the school purpose of virtual history fieldtrips to
to experience the preparation and students they will be teaching in the pre-service teachers as a particular case
enactment of various forms of history not so distant future, not particularly example of LD – Type 2 illustrated the
excursion. interested in or excited about pedagogical strength of LAMS as a LD
History as a learning area. Providing system, enabling the documentation
The virtual history fieldtrip activity more opportunity to (a) connect and critiquing of all types of LD. The
(see Figure 7) was designed to be the personal experiences with theoretical virtual history fieldtrip case example
highlight of the module, providing information (such as illustrated in this makes explicit the pedagogical
a clear example and experience of a LD-Type 2 example), and (b) enlist decision-making of teachers and
virtual history fieldtrip based around a Web 2.0 technologies in teaching and operationalisation of the decisions taken.
problem to be solved in collaboration learning, for example, through virtual The LD – Type 2 is, as noted above,
with peers. Teacher education students history fieldtrips, may help students gain illustrating LD process in a particular
were able to experience the benefits interest in and connect with the new context, with the aim of informing
of accessing multimedia resources that Australian curriculum. Although this other teachers of the affordance of
have been carefully chosen and linked module did not form part of students’ LD and also to invite critique of
in with the activity. Using LD – Type 1 assessment requirements of the unit, particular, contextualised learning and
principles, the module was constructed it was encouraging to see the general teaching processes. Hence, it is a case
in a way that permitted students to interest in and engagement with the illustration, not of a ‘perfect’ case, but
spend as much or as little time with curriculum content provided. rather, in the sense of ‘perpetual beta’
the additional resource material of a ‘case in the state of becoming’. For
provided, dipping into the movie this conceptualisation to be feasible,
or watching the complete segment, Discussion it is vital that pedagogical, conceptual
depending on interest and motivation. The underpinning notion of LD, and epistemological considerations
Self-regulation and the mobilisation as exemplified in this paper, is that are documented and shared with the
of intrinsic motivation are both vital learning design can be classified wider professional community. In this
21st century learning skills and are according to type (Type 1: LD as sense, the current paper outlined how
increasingly demanded as key attributes concept; Type 2: LD as process, and the module was purposely designed
of knowledge workers (see Beetham, Type 3: LD as product). It was argued to commence with learners’ personal
McGill, Littlejohn, 2009). that unless there is greater clarity about experiences as students, providing a
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connection to students’ life world, – Type 1) in particular contexts and evidence-based practices. Slavin (2008),
enabling them to link into the topic through model development for further who has a long history of criticising the
and curriculum theory. This activity adaptation. It was further argued that lack of clarity and unity in educational
was then linked with considerations by making the teaching and learning research and practice, explained that
and preparation activities of teachers process explicit, the emerging field of “education today is at much the same
which need to be observed for physical LD is potentially able to contribute pre-scientific point as medicine was
fieldtrip activities, such as the need to substantially to teacher and/or learner a hundred years ago”. To advance
describe learning goals, contacting the accountability, in an environment that LD as a field of applied education
institution to be visited, booking the requires a departure from traditional research, it will need to mature and
venue, education officer, parent helpers teacher-centric and content-driven agreement will need to be reached
and transportation, writing parent low-level knowledge production upon some core shared values and
letters, gaining consent from the school and testing of the past, in favour of explicitly stated foundational thinking
administration and parents/guardians of more complex knowledge and skills that will underpin future empirical
students, prepare a budget and organise development, vital for success in 21st work. To this end, a three-tiered LD
the collection of funds and so on, prior century knowledge societies of the architecture was outlined, which was
to focusing on the vital element of present and future. based on Cameron’s (2010) initial ideas
preparing the children for the fieldtrip. and further developed. Moreover, LD –
Type 2 (LD as process) was introduced
LD and the introduction of virtual Conclusion as a case example to illustrate the way
fieldtrips in LAMS provides teaches In an effort to change teaching cultures in which the three-tier model can be
with a framework to enhance the to enable greater value to be placed utilised. The current conceptualisation
engagement of students with history on teachers’ and students’ ‘literacies of and typologies of LD was intended to
learning that can be adopted, adapted the digital’ (Beetham, et. al., 2009) in serve as a starting point for discussion
or expanded. Enhancing the provision higher, further, teacher and/or school and debate. It is hope that future
of TEL is not only a requirement of the education, educational researchers theoretical and empirical researcher will
new Australian curriculum, but is also working in the field of learning design advance the model and therewith work
potentially improving the quality of will need to work towards unity of towards greater clarity of LD principles
history learning and teaching through conceptualisation and agree on a and practices in the future.
the application of LD principles (LD tentative classification system to advance
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References
In-depth
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20. 20 eLearningPapers
Using patterns to design
In-depth
technology-enhanced learning
scenarios [ ]
Authors
Félix Buendía-García [ +]
José Vte. Benlloch-Dualde
Universitat Politècnica de Valencia [ +]
Introduction
Research on designing for learning is a field that has concentrated
Summary
The research on designing for learning
a lot of efforts in the context of technology-enhanced settings.
is a field that has concentrated a lot
This fact has demonstrated the need to represent learning
of efforts, particularly, in a context of
scenarios using a more formal perspective.
ongoing innovations in technology-
This paper reviews some representation mechanisms which enable enhanced settings. Such fact has
the systematic design of learning issues in technological settings, pushed the need to represent learning
and proposes an approach that applies pattern notations in an design issues in a more formal view
effort to better understand and prepare for different learning in order to face this changing context.
context. The current work describes some
representation mechanisms which
A case study is also described to show the application of these enable the design of different learning
scenarios in a specific technology-enhanced setting for teaching issues in a systematic way and take into
computing curricula. This application is based on the use of account the restrictions imposed by
digital ink technologies and demonstrates how patterns may be specific technological environments and
able to mediate between pedagogical and technical issues. products.
The interest to formalize or interpret
different learning issues in a more
methodical way comes from disciplines
such as the Instructional Design (ID)
or Instructional Systems Design (ISD)
that provide systematic strategies and
techniques in the design of teaching
processes. Designing instruction has
been addressed in technology-based
settings (Rogers, 2002) and ID models
have been used to produce tools
which automate their application
(Kasowitz, 2002). However, some
Tags limitations have been detected when
automating instructional design because
technology-enhanced setting, learning scenario, the complexity of learning scenarios
design patterns, digital-ink technologies (Spector Ohrazda, 2003), especially,
in such technical settings. In a parallel
way, Learning Design (LD) deals with
Languages
cz da de bg et el es fr it lv lt hu nl pl pt ro sk sl fi sv
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the need to guide and support teachers practitioners to make informed some conclusions and further works are
in the preparation of effective learning decisions and choices to undertake remarked.
scenarios and specific tools called specific teaching and learning activities”
“pedagogical planners” have been (Conole, 2008). Moreover, these
developed to assist teachers in this goal mechanisms should help to mediate Review of learning design
(Masterman, 2008). Besides, LD adds or connect pedagogical questions with notations
an interesting feature that concerns the technological-based solutions. There are multiple kinds of mechanisms
representation of teaching and learning and notations which have been
issues, for example, to document them This work proposes the use of design
proposed to design different issues in
in some visual format (Agostinho, patterns as “mediating artifacts” to
pedagogical or instructional topics. This
2006). This feature allows instructors to represent technology-based learning
review does not intend to cover all
share and reuse good learning practices scenarios. Patterns are a well-known
the potential mechanisms to represent
but it also helps them to model and notation to design different kinds of
or model these issues but it tries to
organize their tasks in a systematic way. information items whose application is
highlight those which have contributed
The representation of teaching and widely spread in Software Engineering
to mediate between pedagogical and
learning issues is not only related to LD disciplines. Patterns have been also
technological aspects. For instance,
areas and there are multiple initiatives used in other disciplines, including
Nervig (1990) explored some of
in the last years which have contributed pedagogical and e-learning areas.
these mechanisms in the ID context
to the modeling and documentation Therefore, they seem a right mechanism
and initiatives such as IDT (Merrill,
of these learning information items. to represent learning design issues in
1996) or MISA (Paquette et al, 2001)
Computer science and software specific technology-enhanced settings
proposed elements and languages for
engineering disciplines have promoted enabling the connection between both
specifying instructional applications.
different notations and mechanisms sides.
Nevertheless, the formal specification of
in this context. Hypermedia models, these applications and their components
The remainder of the work is structured
ontology proposals, modeling languages, was usually disregarded (WiestZell,
as follows. The next section provides
standard specifications or conceptual 2001).
a general overview about several
maps are some examples which are
mechanisms and notations which have
reviewed in the next section. These Educational hypermedia was one of the
been formulated to represent different
mechanisms provide several ways to first mechanisms used to formalize the
LD issues. The third section presents an
represent learning issues in text or design and development of instructional
approach to use patterns for designing
graphic format, using natural language applications in a systematic and
learning in technology-enhanced
or through a restricted vocabulary and widespread way. They were based on
settings. The fourth section describes
differing in their formalization level or specific software engineering models
the application of the introduced
abstraction degree. Anyway, the crucial such OOHDM (Schwabe Rossi,
approach in a specific context based
aspect is considering such mechanisms 1995) or AHAM (De Bra et al, 1999)
on digital ink technologies. Finally,
as “mediating artifacts which help to produce educational products using
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