After spending two days at a Learning Design writing retreat in Larnaca and also after attending a great presentation by Eva Dozoby at ICEM 2012 that highlighted the inconsistencies in learning design nomenclature, I’ve documented one possible approach to defining the various uses of “learning design” and adjunctives. It has adopted a simple rather than verbose approach, in order to support comprehensibility and therefore more likely adoption by a broad cross-section of educators.
learning design (process): the act of designing tasks, lessons, sessions/units, modules/programs.
Example: “Students were attempting to engage in the process of learning design.”
learning design (product): an organised series of one or more task specifications.
Example: “I created and shared my learning design.”
Learning Design (field): the study of the process and praxis of learning design.
Examples: “I drew upon research from the Learning Design field to frame my thinking”, “One of the fundamental premises of Learning Design is that a range of pedagogies may be represented”.
learning design technical specifications: standards, often technical and agreed by organisations, that can be used to specify a learning design.
Example: “IMS LD is the most widely accepted learning design technical specification”
learning designer (role): someone who engages in the process of learning design.
Example: “A learning designer may choose to draw upon existing templates.”
Learning Designer (tool): A particular software system developed at the London Knowledge Lab which aims to support and develop learning design thinking processes.
Example: “One way to help teachers reflect upon the sorts of pedagogies they use is to have them plan their curriculum using the Learning Designer system.”