Education Commons^™

Representing Learning Designs – Making Design Explicit And Shareable, Gráinne Conole, Sandra Wills

Senior Deputy Vice-Chancellor and Deputy Vice-Chancellor (Education) - Papers

Most teachers' design practice is implicit and practice based, focusing primarily on discipline content. In recent years, a number of visual design representations have emerged that help guide teachers' design practice, enabling them to create explicit designs, which can then be shared and discussed with others. These design representations help guide the design process and help teachers to think beyond content to the learning activities the learners will be engaged with and the ultimate learner experience. The paper will describe the representations and draw on empirical evidence of their use in a range of contexts, including the Joint Information Systems …