Contents	6
	Illustrations	9
	Notes on contributors	11
	Foreword	16
	Acknowledgements	19
	Abbreviations	20
	An introduction to rethinking pedagogy for a digital age	22
	What is pedagogy?	22
	The digital age	24
	Design for learning	27
	Reading this book	30
	References	30
	Part I: Models of learning	32
	Chapter 1: Learning and e-learning: The role of theory	34
	EDITORS’ INTRODUCTION	34
	Introduction	34
	The need for theory	35
	Learning theory and pedagogical design	35
	E- learning and the learning cycle	41
	Conclusions	43
	Box 1.1 The TESEP project	43
	References	44
	Chapter 2: An approach to learning activity design	47
	EDITORS’ INTRODUCTION	47
	Introduction	47
	Different theories: different emphases	48
	Defining a learning activity	49
	Designing for learning outcomes	51
	Designing for learners	52
	Box 2.1 The learning styles debate	53
	Designing with digital resources and technologies	54
	Box 2.2 A note on affordances	55
	Designing for interaction with others	57
	Conclusions	58
	Acknowledgements	59
	References	59
	Chapter 3: Designing courses for e-learning	62
	EDITORS’ INTRODUCTION	62
	Approaches to course design	62
	Box 3.1 Computer- aided assessments into an introductory chemistry course	64
	Models guiding course designs	65
	Course design in practice	66
	Box 3.2 An example of a course designed according to Salmon’s five- stage model	66
	Radical course redesign for transformative learning	67
	Box 3.3 Creating a coherent blended learning experience	68
	The process of course redesign	69
	Box 3.4 The course redesign intensive at Oxford Brookes University	69
	Conclusions	70
	Acknowledgements	70
	References	71
	Chapter 4: Practices and processes of design for learning	73
	EDITORS’ INTRODUCTION	73
	Introduction	73
	Overview of projects	74
	Elements and tools in the task of design for learning	74
	Representing learning designs	75
	Collaboration and community aspects of design for learning	79
	The impact of learning design tools on pedagogy	80
	Implications and conclusions	81
	References	83
	Chapter 5: Describing ICT-based learning designs that promote quality learning outcomes	85
	EDITORS’ INTRODUCTION	85
	Introduction	85
	Learning designs	86
	Learning designs that support quality learning outcomes	87
	Establishing a framework to describing learning designs	88
	Describing learning designs in generic forms	91
	Summary and conclusions	97
	References	100
	Chapter 6: Describing learning activities: Tools and resources to guide practice	102
	EDITORS’ INTRODUCTION	102
	Contextualizing the problem	102
	Describing practice	104
	Defining learning activities	105
	Uses and limitations	106
	Alternative approaches	107
	The benefits of mediating artefacts	109
	Conclusion	110
	References	110
	Chapter 7: Representing practitioner experiences through learning design and patterns	113
	EDITORS’ INTRODUCTION	113
	Learning Design	113
	Patterns	115
	Metadata and vocabularies	116
	Implementing a patterns approach for open content	118
	Conclusion	122
	Acknowledgements	122
	References	123
	Chapter 8: Learning design systems: Current and future developments	124
	EDITORS’ INTRODUCTION	124
	Introduction	124
	The concept of learning design and models of ( e-) learning	125
	The IMS Learning Design specification	126
	Relationship of the IMS Learning Design specification to the concept of Learning Design	128
	An evaluation framework for learning design software tools	129
	Authoring environments	130
	Integrated environments	131
	Issues and challenges for learning design systems in the future	133
	Acknowledgements	134
	References	134
	EDITORS’ INTRODUCTION	136
	Part II: The practice of design	136
	Chapter 9: Supporting practitioners’ design for learning: Principles of effective resources and interventions	138
	EDITORS’ INTRODUCTION	138
	Introduction	138
	Representations of practice	139
	Representations of knowledge	140
	Professional learning: from representations to interventions	141
	A typology of effective interventions	144
	Conclusions	145
	References	147
	Chapter 10: The use of scenarios in designing and delivering e-learning systems	150
	EDITORS’ INTRODUCTION	150
	Setting the scene: the role of scenarios in design and learning	150
	Scenarios and user needs analysis	153
	Scenarios and evaluation	157
	Conclusions	161
	Acknowledgements	161
	References	161
	Chapter 11: The art of design	163
	EDITORS’ INTRODUCTION	163
	Introduction	163
	Questions and artefacts	164
	Box 11.1 The CAMILLE project	165
	Box 11.2 The UK subject centre for English	166
	The active/ act of interpretation	167
	Box 11.3 History example	167
	Interesting design	170
	Inconclusions	171
	References	172
	Chapter 12: Discipline-based designs for learning: The example of professional and vocational education	174
	EDITORS’ INTRODUCTION	174
	Professional and vocational education	174
	Knowing in practice	175
	Box 12.1 Virtual patient modalities	176
	Box 12.2 Simulating legal negotiations	177
	Whole- programme online learning environments	178
	Modelling the curriculum	178
	Assessing professional and vocational education	179
	Portfolios	180
	The online medium as message	181
	Drill and practice	181
	Discussion	182
	Conclusions	183
	Acknowledgements	184
	References	184
	Chapter 13: Designing for practice: Practising design in the social sciences	187
	EDITORS’ INTRODUCTION	187
	Introduction	187
	Box 13.1 The Higher Education Academy subject centres	188
	Designing for the social sciences	189
	Box 13.2 What we know about CSCL	192
	Design and levels of design	193
	Process and structure	196
	Conclusions	197
	Box 13.3 The Open University – design in an industrial model	197
	References	199
	Chapter 14: Designing for mobile and wireless learning	201
	EDITORS’ INTRODUCTION	201
	Introduction	201
	The nature of mobile learning	201
	Box 14.1 Examples: connected classroom learning	203
	Design	204
	learning	204
	Box 14.2 Example: personalized learning	205
	Box 14.3 Examples: authentic and situated learning	206
	Box 14.4 Example: informal learning	207
	Design	208
	learning	208
	Space design	210
	Conclusion	211
	References	211
	Chapter 15: Building communities of designers	214
	EDITORS’ INTRODUCTION	214
	Overview	214
	Frustration 1	215
	LAMS	216
	Frustration 2	218
	Box 15.1 A sequence of generic educational activities	218
	The LAMS Community – one year on	223
	The future	226
	Acknowledgements	226
	References	226
	Chapter 16: New horizons in learning design	228
	EDITORS’ INTRODUCTION	228
	Background	228
	Case 1 – ‘ Arguing for the sake of it’: using AcademicTalk to scaffold critical discussion and reasoning between peers	228
	Case 2 – Using learning objects to enhance blended learning	229
	Case 3 – Continuing and professional development ( CPD) at a distance	229
	Case 4 – ‘ Digital Threads’: training British Asian women in the use of advanced computerized sewing machines	230
	Case 5 – Historical e- learning: using an intranet and First Class to support the teaching of history	230
	Case 6 – Keeping to the beat	231
	Insights and synthesis	231
	At the horizon: towards more contextualized, process- oriented and personalized approaches	232
	New foci for learning design	234
	Reusable e- learning tools: the reality of designing reusable learning and pedagogical processes	236
	Summary and conclusions	237
	Part III: Resources	240
	Author index	272
	Subject index	276
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