@inproceedings{conf/chi/PlowmanKLST99,
  added-at = {2011-12-21T00:00:00.000+0100},
  author = {Plowman, Lydia and Luckin, Rosemary and Laurillard, Diana and Stratfold, Matthew and Taylor, Josie},
  biburl = {http://www.bibsonomy.org/bibtex/2bbb7ed1772f7b6bb05b90dad8fdf5339/dblp},
  booktitle = {CHI},
  crossref = {conf/chi/1999},
  editor = {Williams, Marian G. and Altom, Mark W.},
  ee = {http://doi.acm.org/10.1145/302979.303098},
  interhash = {4ac579b25f86a135be12c9ca8da75f1a},
  intrahash = {bbb7ed1772f7b6bb05b90dad8fdf5339},
  isbn = {0-201-48559-1},
  keywords = {dblp},
  pages = {310-317},
  publisher = {ACM},
  title = {Designing Multimedia for Learning: Narrative Guidance and Narrative Construction.},
  url = {http://dblp.uni-trier.de/db/conf/chi/chi99.html#PlowmanKLST99},
  year = 1999
}

@article{JCAL:JCAL458,
  abstract = {The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.},
  added-at = {2011-11-21T11:20:51.000+0100},
  author = {Laurillard, D. and Charlton, P. and Craft, B. and Dimakopoulos, D. and Ljubojevic, D. and Magoulas, G. and Masterman, E. and Pujadas, R. and Whitley, E.A. and Whittlestone, K.},
  biburl = {http://www.bibsonomy.org/bibtex/2bc3b4ef7ef61d66258fd60c168983282/yish},
  doi = {10.1111/j.1365-2729.2011.00458.x},
  interhash = {3043676afbb7d1b5e581baa46c4addf4},
  intrahash = {bc3b4ef7ef61d66258fd60c168983282},
  issn = {1365-2729},
  journal = {Journal of Computer Assisted Learning},
  keywords = {asld-intro constructionism design education ldg ldse learning},
  pages = {no--no},
  publisher = {Blackwell Publishing Ltd},
  title = {A constructionist learning environment for teachers to model learning designs},
  url = {http://dx.doi.org/10.1111/j.1365-2729.2011.00458.x},
  year = 2011
}

@article{Laurillard2000,
  abstract = {A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that ‘afford’ activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.},
  added-at = {2011-06-08T11:22:08.000+0200},
  author = {Laurillard, Diana and Stratfold, Matthew and Luckin, Rose and Plowman, Lydia and Taylor, Josie},
  biburl = {http://www.bibsonomy.org/bibtex/2ebb3f574b59386dedfbd8fe9870857d1/jennymac},
  description = {Scientific Commons: Affordances for learning in a non-linear narrative medium (2000), 2000-08-15 [Laurillard, Diana, Stratfold, Matthew, Luckin, Rose, Plowman, Lydia, Taylor, Josie]},
  institution = {The Open University Library's e-prints Archive [http://libeprints.open.ac.uk/perl/oai2] (United Kingdom)},
  interhash = {15354f32397167722b58cbd2f307a9dc},
  intrahash = {ebb3f574b59386dedfbd8fe9870857d1},
  keywords = {CD design features learning multimedia narrative non-linear},
  location = {http://www.scientificcommons.org/2134668},
  title = {Affordances for learning in a non-linear narrative medium},
  url = {http://oro.open.ac.uk/47/},
  year = 2000
}

@techreport{ieKey,
  abstract = {Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessment},
  added-at = {2011-02-04T12:21:08.000+0100},
  author = {Pachler, Norbert and Mellar, Harvey and Daly, Caroline and Mor, Yishay and Wiliam, Dylan and Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2b9236fd82fe60d5cbac1aa340221c566/yish},
  description = {Telearn},
  howpublished = {Project Report},
  institution = {Institute of Education, WLE},
  interhash = {f3f41ae311d9bbee71c84cc6509c0f91},
  intrahash = {b9236fd82fe60d5cbac1aa340221c566},
  keywords = {JISC assessment design designpatterns education elearning feasstpatterns formative haifa-edtech my myown patternlanguagenetwork patterns wleformativeeassessment},
  title = {Scoping a vision for formative e-assessment: a project report for JISC },
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=1875},
  year = 2009
}

@article{journals/cscl/Laurillard09,
  added-at = {2010-02-15T00:00:00.000+0100},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/23c1e08948b417f0ee0ab09e2469241e9/dblp},
  date = {2010-02-15},
  description = {dblp},
  ee = {http://dx.doi.org/10.1007/s11412-008-9056-2},
  interhash = {e22529e65dc19ad52472d6d01b761fb4},
  intrahash = {3c1e08948b417f0ee0ab09e2469241e9},
  journal = {I. J. Computer-Supported Collaborative Learning},
  keywords = {dblp},
  number = 1,
  pages = {5-20},
  title = {The pedagogical challenges to collaborative technologies.},
  url = {http://dblp.uni-trier.de/db/journals/cscl/cscl4.html#Laurillard09},
  volume = 4,
  year = 2009
}

@inproceedings{conf/aied/CharltonGLMP09,
  added-at = {2009-09-16T00:00:00.000+0200},
  author = {Charlton, Patricia and Grigoriadou, Maria and Laurillard, Diana and Magoulas, George D. and Papanikolaou, Kyparisia A.},
  biburl = {http://www.bibsonomy.org/bibtex/25d600afc210a34f14bd510d73252fd2d/dblp},
  booktitle = {AIED},
  crossref = {conf/aied/2009},
  date = {2009-09-16},
  description = {dblp},
  editor = {Dimitrova, Vania and Mizoguchi, Riichiro and du Boulay, Benedict and Graesser, Arthur C.},
  ee = {http://dx.doi.org/10.3233/978-1-60750-028-5-813},
  interhash = {c15ae0327cdfe287b22254dfbd4326e7},
  intrahash = {5d600afc210a34f14bd510d73252fd2d},
  isbn = {978-1-60750-028-5},
  keywords = {dblp},
  pages = 813,
  publisher = {IOS Press},
  series = {Frontiers in Artificial Intelligence and Applications},
  title = {Enabling creative learning design: how HCI, User Modelling and Human Factors help.},
  url = {http://dblp.uni-trier.de/db/conf/aied/aied2009.html#CharltonGLMP09},
  volume = 200,
  year = 2009
}

@article{laurillard2008tel,
  abstract = {Educational policy aims are very ambitious: from pre-school to lifelong learning they demand improvements in both quantity and quality, which are multiplicative in their effects on teaching workload. It is difficult, therefore, to achieve these aims effectively without rethinking our approach to teaching and learning. Our essentially 19th century model of educational institutions does not scale up to the requirements of a 21st century society. Despite their potential to contribute to a rethink, digital technologies have usually been used in a technology-driven way to upgrade our existing educational models. The paper proposes, therefore, that only lecturers should be responsible for the nature of the pedagogic innovation that is needed if the sector is to be able to adapt to its changing environment. The argument here is for an education-driven approach to the use of digital technologies to achieve our ambitions for education.},
  added-at = {2009-07-30T13:51:30.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/29479527b93607f7eb499dc68be48acc6/yish},
  editor = {Cigman, Ruth and Davis, Andrew},
  interhash = {33a9dbcdcdebb211dd8bdcd93eadd5a5},
  intrahash = {9479527b93607f7eb499dc68be48acc6},
  journal = {Journal of Philosophy of Education},
  keywords = {asld-book asld2011 conversationalframework design eLPBookMor jls10 ldg learning learningdesign learningdesigngrid postviva teaching technology},
  number = {3-4},
  pages = {521-533},
  publisher = {Blackwell Publishing Ltd},
  title = {Technology Enhanced Learning as a Tool for Pedagogical Innovation},
  url = {http://www3.interscience.wiley.com/journal/121657385/abstract},
  volume = 42,
  year = 2008
}

@article{laurillard2008tar,
  abstract = {The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers (the 'teaching community'), and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the article proposes the use of an online learning activity management system as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and the article shows how teachers could use the conversational framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such an approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution.
view references (21)},
  added-at = {2009-07-30T13:50:23.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/271d04944d93b400600099c211395270f/yish},
  interhash = {f647092dbf3d66e9c95b166c070365fd},
  intrahash = {71d04944d93b400600099c211395270f},
  journal = {Studies in Higher Education},
  keywords = {action contel11 conversational dbr design education framework jls10 postviva practicalpatternsbook practice researcher teacher technology},
  note = {2008b},
  number = 2,
  pages = {139-154},
  publisher = {Routledge},
  title = {The teacher as action researcher: using technology to capture pedagogic form},
  url = {http://www.informaworld.com/openurl?genre=article&issn=0307%2d5079&volume=33&issue=2&spage=139},
  volume = 33,
  year = 2008
}

@article{laurillard2009pcc,
  abstract = {Collaborative technologies offer a range of new ways of supporting learning by enabling learners to share and exchange both ideas and their own digital products. This paper considers how best to exploit these opportunities from the perspective of learners’ needs. New technologies invariably excite a creative explosion of new ideas for ways of doing teaching and learning, although the technologies themselves are rarely designed with teaching and learning in mind. To get the best from them for education we need to start with the requirements of education, in terms of both learners’ and teachers’ needs. The argument put forward in this paper is to use what we know about what it takes to learn, and build this into a pedagogical framework with which to challenge digital technologies to deliver a genuinely enhanced learning experience.},
  added-at = {2009-06-15T17:48:53.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2e238b416f60f5fa5dd50163992994616/yish},
  interhash = {e22529e65dc19ad52472d6d01b761fb4},
  intrahash = {e238b416f60f5fa5dd50163992994616},
  journal = {International Journal of Computer-Supported Collaborative Learning},
  keywords = {collaborative conversationalframework cscl learning pedagogical postviva teaching technologies},
  number = 1,
  pages = {5--20},
  publisher = {Springer},
  title = {The pedagogical challenges to collaborative technologies},
  url = {http://ijcscl.org/?go=contents&article=72},
  volume = 4,
  year = 2009
}

@incollection{laurillard2008otk,
  added-at = {2009-06-15T17:28:32.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2ed9d18f36cee90111526a3126097a485/yish},
  booktitle = {Opening up education: The collective advancement of education through open technology, open content, and open knowledge. Boston, MA: MIT Press},
  editor = {Iiyoshi, Toru and Kumar, M. S. Vijay},
  interhash = {6c90e670fedebe68388bccae276483b1},
  intrahash = {ed9d18f36cee90111526a3126097a485},
  keywords = {conversationalframework design learning learningdesign open openlearning openteaching postviva},
  pages = {319-336},
  title = {Open teaching: The key to sustainable and effective open education},
  url = {http://books.google.co.uk/books?id=gWrHFmAYX5EC},
  year = 2008
}

@book{Laurillard2002,
  added-at = {2008-12-01T11:33:01.000+0100},
  author = {Laurillard, D.},
  biburl = {http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/yish},
  interhash = {432bec2ae9a44e7b0964d5d0459bdd26},
  intrahash = {4b09fb670368bc27a729b3953d603b3e},
  keywords = {WLEFormativeEAssessment conversational feasstpatterns framework learning practicalpatternsbook teaching technologies university wleformativeeassessment},
  publisher = {RoutledgeFalmer},
  title = {Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies},
  year = 2002
}

@book{Laurillard2002,
  added-at = {2008-11-30T14:04:14.000+0100},
  author = {Laurillard, D.},
  biburl = {http://www.bibsonomy.org/bibtex/24b09fb670368bc27a729b3953d603b3e/harveymellar},
  interhash = {432bec2ae9a44e7b0964d5d0459bdd26},
  intrahash = {4b09fb670368bc27a729b3953d603b3e},
  keywords = {WLEFormativeEAssessment},
  publisher = {RoutledgeFalmer},
  title = {Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies},
  year = 2002
}

@article{Laurillard06,
  abstract = {A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.},
  added-at = {2008-05-30T04:13:51.000+0200},
  author = {Laurillard, Diana and Stratfold, Matthew and Luckin, Rose and Plowman, Lydia and Taylor, Josie},
  biburl = {http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yish},
  interhash = {15354f32397167722b58cbd2f307a9dc},
  intrahash = {1346854c89aca373393e25423666ef24},
  journal = {Journal of Interactive Media in Education},
  keywords = {CSCL IJCEELL affordances elearning learning multimedia mythesis narrative},
  title = {Affordances for Learning in a Non-Linear Narrative Medium},
  url = {http://jime.open.ac.uk/00/2/},
  volume = 2,
  year = 2000
}

@misc{kalvision_v1,
  added-at = {2007-11-28T14:05:50.000+0100},
  author = {Diana, Laurillard and Alexopoulou, Efi and James, Bligh and Rosa, Maria Bottino and Bouhineau, Denis and Chioccariello, Augusto and Correia, Secundino and Davey, Paul and Derry, Jan and Dettori, Giuliana and Dirckinck-Holmfeld, Lone and Dondi, Claudio and Dufresne, Aude and Hayes, Paul and de Jong, Ton and Jonker, Vincent and Kirschner, Paul A. and Montandon, Lydia and Mor, Yishay and Morgado, Leonel and Neumann, Tim and Nicaud, Jean-François and Noss, Richard and Ponti, Marisa and Ryberg, Thomas and Sharples, Mike and Walker, Allison and Walker, Kevin and Wishart, Jocelyn},
  biburl = {http://www.bibsonomy.org/bibtex/25e7ac857c58a32132ab96ce558f6917d/yish},
  interhash = {512479d41773e3a059da82f84f7ebea6},
  intrahash = {5e7ac857c58a32132ab96ce558f6917d},
  keywords = {CiHB kaleidoscope vision},
  title = {The Kaleidoscope Scientific Vision for Research in Technology Enhanced Learning},
  url = {http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=316_v1},
  year = 2007
}

@article{laurillard1998mal,
  added-at = {2007-11-10T03:01:37.000+0100},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2308ed2fcd3f58461c7cf820ecbbacd2b/yish},
  interhash = {99675c9b2de0d9c73dd6f20c041124ba},
  intrahash = {308ed2fcd3f58461c7cf820ecbbacd2b},
  journal = {Computers & Education},
  keywords = {education learning multimedia mythesis narrative technology},
  number = 2,
  pages = {229-242},
  publisher = {Elsevier Science Ltd. Oxford, UK, UK},
  title = {Multimedia and the learner's experience of narrative},
  url = {http://portal.acm.org/citation.cfm?id=300299.300306},
  volume = 31,
  year = 1998
}

@book{laurillard2002,
  added-at = {2007-09-28T02:56:44.000+0200},
  author = {Laurillard},
  biburl = {http://www.bibsonomy.org/bibtex/296d561937d999d5fbfcd2ed9b3d8a4b2/jennymac},
  description = {CALL References},
  edition = {2nd},
  interhash = {eb97e5d340c8cf74a6890384ebfdc436},
  intrahash = {96d561937d999d5fbfcd2ed9b3d8a4b2},
  keywords = {Education Higher Technology},
  publisher = {Routledge Falmer},
  title = {Rethinking University Teaching},
  year = 2002
}

@inproceedings{citeulike:516988,
  abstract = {Narrative is fundamental to the ways we make sense of texts of all kinds because it provides structure and coherence, but it is difficult to see how this works in the context of multimedia interactive learning environments (MILES). We tested our hypotheses about the form and function of narrative in MILES by developing three versions of material on CD-ROM which had different narrative structures and analysed the impact of the different versions on learner behaviour. We present a theoretical framework in which we explain the concepts of narrative guidance and narrative construction and their application to the design of MILES.},
  added-at = {2006-06-05T02:47:21.000+0200},
  address = {New York, NY, USA},
  author = {Plowman, Lydia and Luckin, Rosemary and Laurillard, Diana and Stratfold, Matthew and Taylor, Josie},
  biburl = {http://www.bibsonomy.org/bibtex/2b6270871f6f6fc029da044398b37dd22/yish},
  booktitle = {CHI '99: Proceedings of the SIGCHI conference on Human factors in computing systems},
  citeulike-article-id = {516988},
  doi = {10.1145/302979.303098},
  interhash = {4ac579b25f86a135be12c9ca8da75f1a},
  intrahash = {b6270871f6f6fc029da044398b37dd22},
  isbn = {0201485591},
  keywords = {learning mathgamespatterns multimedia constructionism design narrative},
  pages = {310--317},
  priority = {2},
  publisher = {ACM Press},
  title = {Designing multimedia for learning: narrative guidance and narrative construction},
  url = {http://dx.doi.org/10.1145/302979.303098},
  year = 1999
}

@article{journals/cg/Laurillard77,
  added-at = {2005-11-03T00:00:00.000+0100},
  author = {Laurillard, D. M.},
  biburl = {http://www.bibsonomy.org/bibtex/27b686a93ffba50da6783e062cce829fe/dblp},
  date = {2005-11-03},
  description = {dblp},
  ee = {http://dx.doi.org/10.1016/0097-8493(77)90022-X},
  interhash = {bb7272cb5a856b93c4f154d253168f98},
  intrahash = {7b686a93ffba50da6783e062cce829fe},
  journal = {Computers & Graphics},
  keywords = {dblp},
  number = 4,
  pages = {241-247},
  title = {The design and development of CAL materials in undergraduate science.},
  url = {http://dblp.uni-trier.de/db/journals/cg/cg2.html#Laurillard77},
  volume = 2,
  year = 1977
}

@inproceedings{conf/ascilite/Laurillard02,
  added-at = {2003-06-17T00:00:00.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/269c4007d251f1ad6a91ca8e57f92434d/dblp},
  booktitle = {ASCILITE},
  crossref = {conf/ascilite/2002},
  date = {2003-06-17},
  description = {dblp},
  editor = {Williamson, Andy and Gunn, Cathy and Young, Alison and Clear, Tony},
  interhash = {5f0cd1819961e0cb0820f8c3525291f2},
  intrahash = {69c4007d251f1ad6a91ca8e57f92434d},
  isbn = {0-473-09119-4},
  keywords = {dblp},
  pages = {3-4},
  publisher = {UNITEC Institute of Technology, Auckland, New Zealand},
  title = {Design tools for e-learning.},
  url = {http://dblp.uni-trier.de/db/conf/ascilite/ascilite2002.html#Laurillard02},
  year = 2002
}

@inproceedings{conf/ifip3-2/Laurillard94,
  added-at = {2002-08-06T00:00:00.000+0200},
  author = {Laurillard, Diana},
  biburl = {http://www.bibsonomy.org/bibtex/2ccf4228ceaa2db6e6d0c5b0a2e0aa840/dblp},
  booktitle = {Interactive Multimedia in University Education},
  crossref = {conf/ifip3-2/1994},
  date = {2002-08-06},
  description = {dblp},
  editor = {Beattie, Kate and McNaught, Carmel and Wills, Sandra},
  interhash = {387d9a5511920665ba30b662b995bfdd},
  intrahash = {ccf4228ceaa2db6e6d0c5b0a2e0aa840},
  isbn = {0-444-82077-9},
  keywords = {dblp},
  pages = {287-293},
  publisher = {Elsevier},
  series = {IFIP Transactions},
  title = {The role of formative evaluation in the progress of multimedia.},
  url = {http://dblp.uni-trier.de/db/conf/ifip3-2/ifip3-2-1994.html#Laurillard94},
  volume = {A-59},
  year = 1994
}