%0 Journal Article %1 doi:10.1080/17439884.2011.553619 %A Agostinho, Shirley %A Bennett, Sue %A Lockyer, Lori %A Harper, Barry %D 2011 %J Learning, Media and Technology %K asld-book brainstorm design handsonMOOC handsonpilot2 ld-grid ldg ldintro learning learningdesign oldsmooc oldsmooc-w1 oldsmooc-w8 oldsmooc_w1 %N 2 %P 97-99 %R 10.1080/17439884.2011.553619 %T The future of learning design %U http://www.tandfonline.com/doi/abs/10.1080/17439884.2011.553619 %V 36 %X This special issue titled The future of learning design considers the current issues and future pathway of a body of work known as learning design. This term, coined more than a decade ago, refers to research and development dedicated to the quest of equipping teachers with tools and strategies to aid their design of high‐quality learning environments. Its origin stems from two lines of inquiry: (1) how to represent teaching practice from a technical perspective in the development and delivery of online learning environments, and (2) how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. The underlying premise of learning design is the notion that, if effective teaching and learning practice can be represented in a systematic way, this could then support the process of reuse, which could ultimately lead to improved practice. This has resulted in a large body of work on an international scale that includes the specification of technical standards to support the delivery of online learning, the dissemination of ‘best practice’ examples (via a number of different learning design representations) to support and encourage adaptation and the development of software tools and strategies to support the design process.

@article{doi:10.1080/17439884.2011.553619, abstract = {This special issue titled The future of learning design considers the current issues and future pathway of a body of work known as learning design. This term, coined more than a decade ago, refers to research and development dedicated to the quest of equipping teachers with tools and strategies to aid their design of high‐quality learning environments. Its origin stems from two lines of inquiry: (1) how to represent teaching practice from a technical perspective in the development and delivery of online learning environments, and (2) how to represent teaching practice in an appropriate form to enable teachers to share ideas about innovative online pedagogy and think about the process of design. The underlying premise of learning design is the notion that, if effective teaching and learning practice can be represented in a systematic way, this could then support the process of reuse, which could ultimately lead to improved practice. This has resulted in a large body of work on an international scale that includes the specification of technical standards to support the delivery of online learning, the dissemination of ‘best practice’ examples (via a number of different learning design representations) to support and encourage adaptation and the development of software tools and strategies to support the design process.}, added-at = {2011-11-10T22:33:30.000+0100}, author = {Agostinho, Shirley and Bennett, Sue and Lockyer, Lori and Harper, Barry}, biburl = {https://www.bibsonomy.org/bibtex/2a34d3cf6f441a5ad6dc7e9f1ba839726/yish}, doi = {10.1080/17439884.2011.553619}, eprint = {http://www.tandfonline.com/doi/pdf/10.1080/17439884.2011.553619}, interhash = {e27c46c79cdc5c826d559bb338c7f5b0}, intrahash = {a34d3cf6f441a5ad6dc7e9f1ba839726}, journal = {Learning, Media and Technology}, keywords = {asld-book brainstorm design handsonMOOC handsonpilot2 ld-grid ldg ldintro learning learningdesign oldsmooc oldsmooc-w1 oldsmooc-w8 oldsmooc_w1}, number = 2, pages = {97-99}, timestamp = {2014-05-23T16:16:51.000+0200}, title = {The future of learning design}, url = {http://www.tandfonline.com/doi/abs/10.1080/17439884.2011.553619}, volume = 36, year = 2011 }