BibSonomyburst/user/yishBibSonomy RSS feed for /user/yish2012-02-15T01:14:10+01:00http://www.bibsonomy.org/bibtex/203f74a32e09a85175c4c08e49d434405/yishyish2012-02-13T17:04:22+01:00cloudworks design education instructional learning <span class="authorEditorList"><a href="/author/Siedlaczek">Kathy Siedlaczek</a>, <a href="/author/Conole">Gráinne Conole</a>, <a href="/author/Castañeda">Linda Castañeda</a>, <a href="/author/Galley">Rebecca Galley</a>, <a href="/author/Passos">Rosario Passos</a>, <a href="/author/Owen">Martin Owen</a>, <a href="/author/Ryberg">Thomas Ryberg</a>, <a href="/author/Low">Alfred Low</a>, <a href="/author/Hill">LeRoy Hill</a>, and <a href="/author/Cross">Simon Cross</a> </span>(<em>2009</em>)Mon Feb 13 17:04:22 CET 2012Learning Design vs. Instructional DesignCloudworks discussion2009cloudworks design education instructional learning What are the differences between learning design and instructional design? Is it the approach? The breadth? The focus? The audience? Or is a just a new term for the same thing?http://www.bibsonomy.org/bibtex/25ef80c896354d96906b6a50b5d40e57e/yishyish2012-02-05T23:35:21+01:00aied inquiry intelligent its learning support tutoring <span class="authorEditorList"><a href="/author/Roll">I. Roll</a>, <a href="/author/Aleven">V. Aleven</a>, and <a href="/author/Koedinger">K. Koedinger</a> </span><em>Intelligent Tutoring Systems, </em><em>page 115--124. </em><em>Springer, </em>(<em>2010</em>)Sun Feb 05 23:35:21 CET 2012Intelligent Tutoring Systems115--124The invention lab: Using a hybrid of model tracing and constraint-based modeling to offer intelligent support in inquiry environments2010aied inquiry intelligent its learning support tutoring http://www.bibsonomy.org/bibtex/2c0587851b01de78c3416b518c1ae9463/yishyish2012-02-05T23:08:09+01:00intelligent its migen support <span class="authorEditorList"><a href="/author/Roll">Ido Roll</a>, <a href="/author/Mavrikis">Manolis Mavrikis</a>, and <a href="/author/Santos">Sergio Gutiérrez Santos</a> </span><em>ICLS, </em><em>page 507-508. </em><em>International Society of the Learning Sciences / ACM DL, </em>(<em>2010</em>)Sun Feb 05 23:08:09 CET 2012ICLSconf/icls/2010-2507-508Striking a balance between free and guided exploration - conceptualizing support for exploratory learning environments.2010intelligent its migen support http://www.bibsonomy.org/bibtex/2f957e58ddf496366ddcaa86a1fb4d7b2/yishyish2012-02-05T23:07:32+01:00aied intelligent its migen support <span class="authorEditorList"><a href="/author/Gutierrez-Santos">Sergio Gutierrez-Santos</a>, <a href="/author/Mavrikis">Manolis Mavrikis</a>, and <a href="/author/Magoulas">George Magoulas</a> </span><em>Proceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning, </em><em>volume 6094 of Lecture Notes in Computer Science, </em><em>page 105--114. </em><em>Berlin, Heidelberg, </em><em>Springer Berlin / Heidelberg, </em>(<em>2010</em>)Sun Feb 05 23:07:32 CET 2012Berlin, HeidelbergProceedings of the Tenth International Conference on Intelligent Tutoring Systems: Bridges to Learning15105--114Lecture Notes in Computer ScienceLayered Development and Evaluation for Intelligent Support in Exploratory Environments: The Case of Microworlds60942010aied intelligent its migen support This paper focuses on microworlds, a special type of Exploratory Learning Environment, where students freely interact with the system to create their own models and constructions. Most microworlds developed so far provide integrated scaffolds to help students\^{a} learning process, but the nature of the interaction makes it difficult to design, develop and evaluate explicit adaptive support according to students\^{a} needs. Building on previous work in the field, this paper proposes a layered approach that simplifies the development and allows both formative and summative evaluation of the different components of the system. As a case study, we present the development of intelligent support for a microworld in the MiGen project, and discuss its evaluation that includes both technical and pedagogical experts of the team.http://www.bibsonomy.org/bibtex/216d03a0e8ac507ce0f08605d713885f3/yishyish2012-02-01T13:07:34+01:00LDG design education learning mathematics practice representation representations teaching <span class="authorEditorList"><a href="/author/Herbst">Patricio Herbst</a>, <a href="/author/Chazan">Daniel Chazan</a>, <a href="/author/Chen">Chia-Ling Chen</a>, <a href="/author/Chieu">Vu-Minh Chieu</a>, and <a href="/author/Weiss">Michael Weiss</a> </span><em>ZDM</em> (<em>2011</em>)<em>10.1007/s11858-010-0290-5 . </em>Wed Feb 01 13:07:34 CET 2012ZDM10.1007/s11858-010-0290-591-103Using comics-based representations of teaching, and technology, to bring practice to teacher education courses432011LDG design education learning mathematics practice representation representations teaching This article situates comic-based representations of teaching in the long history of tensions between theory and practice in teacher education. The article argues that comics can be semiotic resources in learning to teach and suggests how information technologies can support experiences with comics in university mathematics methods courses that (a) help learners see the mathematical work of teaching in lessons they observe, (b) allow candidates to explore tactical decision-making in teaching, and (c) support preservice teachers in rehearsing classroom interactions.http://www.bibsonomy.org/bibtex/23f016373b6bc0d377320bbf5a8512ede/yishyish2012-01-12T21:47:06+01:00education learning lifelong literacies mathematics technomathematical vocational workplace <span class="authorEditorList"><a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Kent">Phillip Kent</a>, and <a href="/author/Bakker">Arthur Bakker</a> </span><em>Taylor &amp; Francis, </em>(<em>2009</em>)Thu Jan 12 21:47:06 CET 2012Improving mathematics at work: The need for techno-mathematical literacies2009education learning lifelong literacies mathematics technomathematical vocational workplace of mathematics in the workplace is evolving in the rapidly-changing context of new technologies and globalisation. Through a series of case studies from the manufacturing and financial service sectors, the authors argue that there has been a radical shift in the type mathematical skills required for work ' a shift not yet fully recognised by the formal education system, or by employers and managers.Examining how information technology has changed mathematical requirements, the idea of Techno-mathematical Literacies (TmL) is introduced to describe the emerging need to be fluent in the language of mathematical inputs and outputs to technologies and to interpret and communicate with these, rather than merely to be procedurally competent with calculations. The authors argue for careful analyses of workplace activities, looking beyond the conventional thinking about numeracy, which still dominates policy arguments about workplace mathematics. Throughout their study, the authors answer the following fundamental questions:What mathematical knowledge and skills matter for the world of work today?How does information technology change the necessary knowledge and the ways in which it is encountered?How can we develop these essential new skills in the workforce?With evidence of successful opportunities to learn with TmL that were co-designed and evaluated with employers and employees, this book provides suggestions for the development of TmL through the use of authentic learning activities, and interactive software design. Essential reading for trainers and managers in industry, teachers, researchers and lecturers of mathematics education, and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace mathematics.http://www.bibsonomy.org/bibtex/2ad8b2e4c23dece951a3e9a4c254a4625/yishyish2012-01-11T16:12:52+01:00OU asld-book asld-intro compendium-ld design education ldg learning <span class="authorEditorList"><a href="/author/Conole">Grainne Conole</a>, and <a href="/author/Jones">Chris Jones</a> </span><em>Technology-Enhanced Learning: Design Patterns and Pattern Languages, </em><em> 2, </em><em>Sense Publishers, </em>(<em>April 2010</em>)Wed Jan 11 16:12:52 CET 2012Technology-Enhanced Learning: Design Patterns and Pattern LanguagesApril?Spring2277--296Technology Enhanced LearningSharing practice, problems and solutions for institutional change2010OU asld-book asld-intro compendium-ld design education ldg learning This chapter critiques the roles of different forms of representation of practice as part of an institutional change process. It discusses how these representations can be used both to design and to share learning activities at the various levels of decision-making in a university. We illustrate our arguments with empirical data gathered on change processes associated with an institution-wide change programme: the introduction of a new virtual learning environment (VLE). In particular, we describe a case study of the introduction of the VLE tools in a business course. We focus on two particular forms of representations to describe the essence of the innovation: a pedagogical pattern and a visual learning design. We argue that pedagogical patterns and learning design have emerged as parallel approaches to describing practice in recent years. Despite their very different origins, both provide complementary representations, which emphasize different aspects of the practice being described. We are attempting to combine these approaches. We briefly outline the Open University Learning Design initiative, of which this work is part, and describe its key underpinning philosophies. We believe our approach provides a vehicle for enabling a better articulation of design principles and the discussion of issues concerning the re-use of educational resources and activities.http://www.bibsonomy.org/bibtex/26024d3b2d741cddeca088226e53331f6/yishyish2012-01-11T16:05:12+01:00asld-intro casmos design ldg learning tool <span class="authorEditorList"><a href="/author/Katsamani">Mary Katsamani</a>, and <a href="/author/Retalis">Symeon Retalis</a> </span><em>IADIS Multi Conference on Computer Science and Information Systems 2011, </em><em>Rome Italy, </em>(<em>July 2011</em>)Wed Jan 11 16:05:12 CET 2012Rome ItalyIADIS Multi Conference on Computer Science and Information Systems 2011July Making Learning Designs in Layers: the CADMOS Approach2011asld-intro casmos design ldg learning tool There are various tools that teachers can use today in order to design a learning unit in a formal and reusable way. This paper gives an overview of the various features that current learning design tools support and discusses the required ones that will make these tools more appealing to the teachers. Factors that discourage teachers from using these tools are the lack of both user friendly graphical notation and the non support of a layered approach to learning design. Thus this paper proposes to build learning design tools following the concept of the “separation of concerns” that stems from the principles of web engineering. A graphical, IMS-LD level A/B compliant learning design tool, called CADMOS, which supports the “separation of concerns” concept in learning design, is being presented. http://www.bibsonomy.org/bibtex/242a6c2a3c4a9c796f3b659067295a9b8/yishyish2012-01-11T15:54:08+01:00IMS-LD asld-book asld-intro design editor learning recourse reload <span class="authorEditorList"><a href="/author/Griffiths">David Griffiths</a>, <a href="/author/Beauvoir">Phillip Beauvoir</a>, <a href="/author/Liber">Oleg Liber</a>, and <a href="/author/Barrett‐Baxendale">Mark Barrett‐Baxendale</a> </span><em>Distance Education</em> <em>30(2):201-222</em> (<em>2009</em>)Wed Jan 11 15:54:08 CET 2012Distance Education2201-222From Reload to ReCourse: learning from IMS Learning Design implementations302009IMS-LD asld-book asld-intro design editor learning recourse reload The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of the Reload Learning Design Editor and its successor, ReCourse. The applications are introduced and the results of evaluation are summarized. The principal challenges overcome in the development process are identified. By reflecting on the development process, the applications produced, evaluation, and user feedback, the conclusions regarding IMS Learning Design (IMS LD) and its potential use are identified. The principal areas discussed are programming frameworks, terminology, graphical interfaces, the relative salience of IMS LD elements, integration with authors’ workflow, the authoring of services, and the authoring of IMS LD level B. http://www.bibsonomy.org/bibtex/24344f9c5040a8b53700d109ee15c5752/yishyish2012-01-11T15:40:31+01:00asld-book asld-intro design education languages learning visual visualisation <span class="authorEditorList"><a href="/author/Botturi">Luca Botturi</a>, and <a href="/author/Stubbs">Todd Stubbs</a> </span><em>Information Science Reference - Imprint of: IGI Publishing, </em><em>Hershey, PA, </em>(<em>2007</em>)Wed Jan 11 15:40:31 CET 2012Hershey, PAHandbook of Visual Languages for Instructional Design: Theories and Practices2007asld-book asld-intro design education languages learning visual visualisation The more complex instructional design (ID) projects grow, the more a design language can support the success of the projects, and the continuing process of integration of technologies in education makes this issue even more relevant. The Handbook of Visual Languages for Instructional Design: Theories & Practices serves as a practical guide for the integration of ID languages and notation systems into the practice of ID by presenting recent languages and notation systems for ID; exploring the connection between the use of ID languages and the integration of technologies in education, and assessing the benefits and drawbacks of the use of ID languages in specific project settings.http://www.bibsonomy.org/bibtex/2ccdf78a60c52fed95ce4121188fd24d3/yishyish2012-01-11T15:27:00+01:00IMS-LD asld-intro design learning specification <span class="authorEditorList"><a href="/author/GLC">IMS GLC</a> </span>(<em>2003</em>)Wed Jan 11 15:27:00 CET 2012IMS-LD specification2003IMS-LD asld-intro design learning specification The IMS Learning Design specification supports the use of a wide range of pedagogies in online learning. Rather than attempting to capture the specifics of many pedagogies, it does this by providing a generic and flexible language. This language is designed to enable many different pedagogies to be expressed. The approach has the advantage over alternatives in that only one set of learning design and runtime tools then need to be implemented in order to support the desired wide range of pedagogies. The language was originally developed at the Open University of the Netherlands (OUNL), after extensive examination and comparison of a wide range of pedagogical approaches and their associated learning activities, and several iterations of the developing language to obtain a good balance between generality and pedagogic expressiveness. Version 1 Final Specification was approved by the IMS Technical Advisory Board in February 2003.http://www.bibsonomy.org/bibtex/28daf083622aae33d9d453dde82d524d9/yishyish2012-01-11T01:58:16+01:00design education learning myown narratives patterns scenarios <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span><em>Handbook of Design in Educational Technology, </em><em>Routledge, </em>(<em>forthcoming</em>)Wed Jan 11 01:58:16 CET 2012Handbook of Design in Educational TechnologyRe-using, sharing and communicating designs and design knowledge: Using design narratives, patterns and scenarios in learning designforthcomingdesign education learning myown narratives patterns scenarios http://www.bibsonomy.org/bibtex/20d56f206380d0b9ca1474eae708cdc38/yishyish2012-01-11T01:14:25+01:00agile development software <span class="authorEditorList"><a href="/author/Martin">Robert C. Martin</a> </span><em>Prentice Hall PTR, </em>(<em>2003</em>)Wed Jan 11 01:14:25 CET 2012Agile software development: principles, patterns, and practices2003agile development software http://www.bibsonomy.org/bibtex/235619df84da579758e720dfe4dff3e94/yishyish2012-01-11T01:11:05+01:00agile development software <span class="authorEditorList"><a href="/author/Cockburn">A. Cockburn</a> </span><em>Addison-Wesley Professional, </em>(<em>2006</em>)Wed Jan 11 01:11:05 CET 2012Agile software development: the cooperative game (agile software development series)2006agile development software http://www.bibsonomy.org/bibtex/2a06a2585795fb274fe2d53c5552486ac/yishyish2012-01-09T22:47:45+01:00constructionism education learning logo mathematics programming <span class="authorEditorList"><a href="/author/Feurzeig">Wallace Feurzeig</a>, <a href="/author/Papert">Seymour Papert</a>, and <a href="/author/with a preface by Bob Lawler"> with a preface by Bob Lawler</a> </span><em>Interactive Learning Environments</em> <em>19(5):487-501</em> (<em>2011</em>)Mon Jan 09 22:47:45 CET 2012Interactive Learning Environments5487-501Programming-languages as a conceptual framework for teaching mathematics.192011constructionism education learning logo mathematics programming Formal mathematical methods remain, for most high school students, mysterious, artificial and not a part of their regular intuitive thinking. The authors develop some themes that could lead to a radically new approach. According to this thesis, the teaching of programming languages as a regular part of academic progress can contribute effectively to reduce formal barriers. This education can also be used to enable pupils to access an accurate understanding of some key mathematical concepts. In the field of heuristic knowledge for technical problem solving, experience of programming is no less valuable: it lends itself to promote a discussion of relations between formal procedures and the comprehension of intuitive problem solving and provides examples for the development of heuristic precepts (formulating a plan, subdividing the complexities, etc.). The knowledge gained in programming can also be used for the discussion of concepts and problems of classical mathematics. Finally, it can also facilitate the expansion of mathematical culture to topics in biological and physical sciences, linguistics, etc. The authors describe a programming language called 'Logo' adapted to objectify an enduring framework of mathematical experimentation. The paper reprinted below is the first published paper on the Logo programming language. It was written in 1968 by two of the three Logo language designers and presented at conference in Nice, France, in May 1968. It is important for several reasons. It clearly sets forth the objective of creating a language that is mathematically powerful yet accessible to little ones – easy enough for a third grade child to use for simple tasks. Its effectiveness for motivating students in posing and solving problems argues for Logo's educational power and utility. The heart of the language is set forth in this description of the genesis of Logo and its early form. Logo was designed to provide a conceptual foundation for teaching mathematical and logical ways of thinking in terms of programming ideas and activities. A rich variety of tasks that are interesting to children readily lend themselves to Logo programming. These may be drawn from mathematics, language, art, music, and other domains, in tasks of personal interest to students, often of their own choosing. They include such things as a variety of word games (finding words contained in words, writing words backwards, finding palindromes); question–answering and guessing games (e.g., Buzz, Twenty Questions); building semantic grammars for generating and producing poetry, jokes, or songs; making and breaking secret codes (e.g., substitution ciphers); designing and drawing patterns with a program controlled robot turtle; and developing strategies for a turtle with sensors to circumnavigate objects on an obstacle course. These projects introduce children to formal thinking procedures in the context of playful activities. There are many problems of this sort that children already know and like. A child thinks at first that he understands such problems perfectly because, with a little prodding, he can give a loose verbal description of his procedure. But he finds it impossible to make this description precise and general partly for lack of formal habits of thought and partly for lack of a suitably expressive language. The Logo environment provides students with an effective facility for actively constructing knowledge. Logo was expressly designed to embody the constructivist vision in mathematics, i.e. that learning is an active process of knowledge construction that gives rise to the production of publicly accessible artifacts. Here, they take the form of computer procedures that express the attempted solution of problems and that serve as a tangible means of thinking about and refining those solutions. Program descriptions are open to reflection and discussion, and procedures that fail can be examined, analyzed, and repaired. From the outset, Logo was intended to be a language for learning with ‘no threshold and no ceiling’. Later, when Papert took the Logo design as the basis of the MIT Logo Project, the language entered a period of further development and dissemination. Here, in the original Logo paper, you see the essence of the language and its generative ideas. Good reading!http://www.bibsonomy.org/bibtex/2be503c7be02eb83b90b0a51635edc5e6/yishyish2012-01-09T22:38:53+01:00constructionism education learning mathematics <span class="authorEditorList"><a href="/author/Feurzeig">Wallace Feurzeig</a>, <a href="/author/Papert">Symour Papert</a>, <a href="/author/Bloom">M. Bloom</a>, <a href="/author/Grant">R. Grant</a>, and <a href="/author/Solomon">C. Solomon</a> </span><em>SIGCUE Outlook</em> (<em>April 1970</em>)Mon Jan 09 22:38:53 CET 2012New York, NY, USASIGCUE OutlookApril13-17Programming-languages as a conceptual framework for teaching mathematics41970constructionism education learning mathematics http://www.bibsonomy.org/bibtex/2e1e9500ef7f92a81a2e38e01e2f90aba/yishyish2012-01-09T13:33:10+01:00asld-book design ldg learning representation representations <span class="authorEditorList"><a href="/author/Conole">Gráinne Conole</a> </span><em>Proceedings of the 7th International Conference of Networked Learning NLC2010, </em><em>page 482--489. </em>(<em>2010</em>)Mon Jan 09 13:33:10 CET 2012Proceedings of the 7th International Conference of Networked Learning (NLC2010)482--489An overview of design representations2010asld-book design ldg learning representation representations This paper provides an overview of the range of representations that can be used to describe learning designs. It provides a definition for learning designs and demonstrates how the different representations can be used for different levels of granularity and to foreground different aspects of the design process. http://www.bibsonomy.org/bibtex/2fb6b0a44ac941d6ba51f60d7af3206ab/yishyish2012-01-09T13:13:32+01:00IMS IMS-LD LDG Moodle asld-book design education ldg learning <span class="authorEditorList"><a href="/author/Berggren">Anders Berggren</a>, <a href="/author/Burgos">Daniel Burgos</a>, <a href="/author/Fontana">Josep Fontana</a>, <a href="/author/Hinkelman">Don Hinkelman</a>, <a href="/author/Hung">Vu Hung</a>, <a href="/author/Hursh">Anthony Hursh</a>, and <a href="/author/Tielemans">Ger Tielemans</a> </span><em>Journal of Interactive Media in Education</em> (<em>2005</em>)Mon Jan 09 13:13:32 CET 2012Journal of Interactive Media in Education1Practical and Pedagogical Issues for Teacher Adoption of IMS Learning Design Standards in Moodle LMS20052005IMS IMS-LD LDG Moodle asld-book design education ldg learning Commentary on: Learning Design: A handbook on modelling and delivering networked education and training. (Koper and Tattersall, 2005) Integrating the specifications and tools for IMS-Learning Design (IMS, 2003) into Moodle (Moodle, 2003), an open-source Learning Management System (LMS), is not just a technological question, but also relates to practical, pedagogical, and philosophical issues. This study documents the discussions and experiments of a team of teachers active in the Moodle community who are concerned with the development of international standards in future versions of Moodle. In the course (Moodle, 2005a) of studying the book, Learning Design (Koper and Tattersall, 2005), participants analysed the implications of integrating the LD specification into Moodle and the operation of various LD tools (CopperCore, Reload) and related tools (LAMS) within the Moodle environment. These differences were then summarized into general implications for future versions of both Moodle and Learning Design. This study concludes that continued, open dialogue between teachers and developers of both LD and Moodle is necessary to achieve transparent integration. Authors belong to the Moodle Community Learning Design Book Study Group. http://www.bibsonomy.org/bibtex/2a92c6150c822a4551cbfa5f7847d4c5a/yishyish2012-01-09T13:02:00+01:00IMS-LD LAMS asld-intro design education ldg learning <span class="authorEditorList"><a href="/author/Cameron">Leanne Cameron</a> </span><em>The Future of Learning Design Conference, </em>(<em>2010</em>)Mon Jan 09 13:02:00 CET 2012The Future of Learning Design ConferenceHow learning design can illuminate teaching practice2010IMS-LD LAMS asld-intro design education ldg learning The field of learning design holds the promise of providing teachers with a framework that will enable them to design high quality, effective and innovative learning experiences for their students. By creating the possibility of deconstructing their existing teaching strategies; aiding reflection on their own practice; documenting and scaffolding innovative learning activities; and sharing and reusing expert practice, learning design has the potential to improve the quality of teaching throughout the higher education sector. A key challenge for the future of Learning Design is to continue to bridge the gap between rich, descriptive models and technologies (such as IMS-LD), and the everyday practice and understanding of teachers. This paper highlights the distinctions between the central concepts, such as the differences between a formal learning design framework, the active teacher process of creating a learning design, and the requirements for creating, transmitting and adopting effective learning designs with an aim to improve student learning.http://www.bibsonomy.org/bibtex/2cbdabc7119505a42e4be1e0b3660bd10/yishyish2012-01-09T12:22:48+01:00IMS-LD LAMS asld-intro design education history ldg learning school secondary teaching <span class="authorEditorList"><a href="/author/Dobozy">Eva Dobozy</a> </span><em>eLearning Papers</em> (<em>2011</em>)Mon Jan 09 12:22:48 CET 2012eLearning PapersTypologies of Learning Design and the introduction of a "LD-Type 2" case example272011IMS-LD LAMS asld-intro design education history ldg learning school secondary teaching This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research. This classification differentiates between LD as a concept (LD Type 1), LD as a process (LD Type 2), and LD as a product (LD Type 3). The usefulness of the three types is illustrated by a case example of a virtual history fieldtrip module constructed in LAMS as Type 2 LD. This case shows the workflow from LD Type 1 to LD Type 2, followed by LD Type 3 research and development data. History as a learning area was chosen in this paper for its ability to illustrate LD concepts and the interrelationship of LD types. The case serves to illustrate the foundations, scope and ambitions of this learning design project, which was underpinned by an educational psychology framework and firmly linked to the goals of the new Australian curriculum. The purpose of LD as process is to inform other teachers of the affordance of LD, providing contextualised data and to invite critique of particular TEL practices.