What is Learning Design

1.

The educational process in which a pedagogical model is applied to design instruction and the employment of emergent technologies in variety of settings. Learn more in: Game Development-Based Learning: A New Paradigm for Teaching Computer and Object-Oriented Programming

2.

An application of a pedagogical model for a specific learning objective, target group, and a specific context or knowledge domain. The learning design specifies the teaching and learning process, along with the conditions under which it occurs and the activities performed by the teachers and learners in order to achieve the required learning objectives (Conole & Fill, 2005). Learn more in: Designing Learning Objects for Generic Web Sites

3.

A description of a sequence of learning activities that learners undertake to attain some learning objectives, including the resources and support mechanisms required to help learners to complete these activities and their temporary relations. Learn more in: Using the IMS LD Standard to Describe Learning Designs

4.

Refers to the range of activities associated with creating a learning activity and crucially provides a means of describing learning activities. Learn more in: The Role of Mediating Artefacts in Learning Design

5.

A learning design is a formal description of the individuals who participate in a learning process, the resources and environments used to achieve certain learning objectives, and the sequence(s) of learning activities that should take place. Learn more in: The Potential of IMS Learning Design in E-Learning

6.

A learning design is the application of a pedagogical model for a specific learning objective, target group, and a specific context or knowledge domain. The learning design specifies the teaching-learning process. More specifically, it specifies under which conditions what activities have to be performed by learners and teachers to enable learners to attain the desired learning objectives Learn more in: Adapting Problem-Based Learning to an Online Learning Environment

7.

The use of learning design knowledge to design education. Learn more in: Using Design Patterns to Support E-Learning Design

8.

A process for designing learning content and experiences that places emphasis on the needs, goals and attributes of the learner. Learn more in: User-Created Online Learning Videos: Collaborative Knowledge Construction Through Participatory Design

9.

A learning design represents and documents teaching and learning practice using some notational form so that it can serve as a description, model or template that can be adaptable or reused by a teacher to suit his/her context Learn more in: Learning Design Representations to Document, Model, and Share Teaching Practice

10.

It means to design a learning environment that is based on theories of learning and aims to facilitate learning process and improve learning quality. Learn more in: Developing Creativity and Learning Design by Information and Communication Technology (ICT) in Developing Contexts

11.

The entirety of design that is invested to create a learning environment, including material design, media design, instructional design, and activity and assessment design. Learn more in: Modeling Learning Units by Capturing Context with IMS LD

12.

The working definition of learning design in this chapter is the actual learning activities that are used in the context of a university or college course. However, some would find this definition very narrow as it can be about the whole of the teaching and/or learning experience. Learn more in: Learning the Active Way: Creating Interactive Lectures to Promote Student Learning

13.

Refers to a coordinated set of online tasks designed to support conceptual change among learners (Oliver, 2001). The framework of these online designs consists of a learning strategy, learning resources, and support mechanisms to provide guidance and feedback to learners (Oliver & Herrington, 2003). Learn more in: Investigating Prospective Teachers as Learning Design Authors

14.

A description of a series of activities aiming at achieving learning objectives. In this chapter, the term learning design normally refers to the description of the learning process in IMS LD Learn more in: Representation of Coordination Mechanisms in IMS LD

15.

Description of a method enabling learners to attain certain learning objectives by performing certain learning activities in a certain order in the context of a certain learning environment. A learning design is based on the pedagogical principles of the designer and on specific domain and contexts variables (e.g., designs for math be ematics teaching can differ from designs for language teaching). Learn more in: Ontologies for Education and Learning Design

16.

A student-centered plan for implementation of learning tasks and use of learning objects with students. Learn more in: Learning Objects, Learning Tasks, and Handhelds

17.

The design of a learning process in three spirally-followed phases called modelling design, implementation design, and assessment design. Learn more in: E-Collaborative Learning (e-CL)

18.

A framework for designing student learning experiences that explains a sequence of activities, procedures, or interactions. Learn more in: Facilitating Learner-Generated Animations with Slowmation

19.

As an outcome of the activity of design for learning: a pedagogic plan plus (a) the artifacts necessary to realize the plan in a learning session with students and (b) information relating to the outcomes of that session that may aid other practitioners in determining the reusability of the learning design for their purposes. Learn more in: Activity Theory and the Design of Pedagogic Planning Tools

20.

Generalisable template for a learning activity describing the sequence, tasks, resources, and supports. Learn more in: Reusability of Online Role Play as Learning Objects or Learning Designs

21.

The approach and set of techniques adopted by teachers and instructional designers to plan, represent and visualize teaching and learning processes before implementing activities. Learn more in: Supporting Learning Design as a Driver for Pedagogical Innovation Within an Integrated Model of Faculty Development

22.

A specification of the critical components of a general pedagogical approach. Critical components include pedagogical strategies, tasks students are required to perform, resources and supports to help students complete tasks, and expected cognitive outcomes for students. The learning design also describes the sequence of events and specifies at what stage particular resources and supports are available. It may also includes a time line. Learn more in: A Learning Design to Teach Scientific Inquiry

23.

A “learning design” is defined as the description of the teaching-learning process that takes place in the unit of learning. A “unit of learning” can be any instructional or learning event of any granularity, for example, a course, a workshop, a lesson, or an informal learning event. The key principle in learning design is that it represents the learning activities and the support activities that are performed by different persons (learners, teachers) in the context of a unit of learning. These activities can refer to different learning objects that are used during the performance of the activities (e.g., books, articles, software programmes, pictures), and it can refer to services (e.g., forums, chats, wiki’s) that are used to collaborate and to communicate in the teaching-learning process (Koper, 2006). Learn more in: Critical Success Factors for E-Learning Adoption