Learning Design

Tilgange, cases og karakteristika

  • Nina Bonderup Dohn Syddansk Universitet
  • Mikkel Godsk
  • Lillian Buus VIA University College

Resumé

Feltet Learning Design har de seneste år inspireret adskillige uddannelsesudviklingsprojekter på de videregående uddannelser i Danmark. Dette er bl.a. synliggjort gennem to numre af Tidsskriftet Læring og Medier (LOM) med dette fokus i 2016. Imidlertid eksisterer der divergerende opfattelser af, hvad Learning Design er. Dette skyldes på den ene side en tilsvarende divergens i den internationale forskning og praksis, der har inspireret udviklingen i Danmark; og på den anden side at Learning Design er blevet integreret med den allerede eksisterende pædagogiske forskning og praksis i dansk kontekst. I denne artikel til jubilæumsnummeret af LOM redegør vi for tre hovedtilgange inden for Learning Design i dansk sammenhæng: "Pedagogical patterns", "Underviseren som designer" og "Didaktisk design". De tre tilgange er eksemplificeret ved hjælp af i alt fire cases fra videregående uddannelsesinstitutioner i Danmark. Vi argumenterer for, at der på tværs af de tre tilgange er seks kendetegn, der gør sig gældende: Inddragelse og operationalisering af pædagogisk teori, Undervisere som aktive og bevidste designere i en designproces, Fokus på de studerendes læring, Inddragelse af designredskaber, Bæredygtighed samt Teknologi i undervisningen.

Referencer

Agostinho, S. (2006). The use of a visual learning design representation to document and communicate teaching ideas. Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology?

Alexander, C., Silverstein, M., Ishikawa, S., Jacobson, M., Fiksdahl-King, I., & Angel, S. (1977). A pattern language: towns, buildings, construction. New York: Oxford University Press.

Bjælde, O. E., Caspersen, M. E., Godsk, M., Hougaard, R. F., & Lindberg, A. B. (2015). Learning design for science teacher training and educational development. Globally connected, digitally enabled. Proceedings ascilite 2015.

Boud, D., Ajjawi, R., Dawson, P., & Tai, J. (2018). Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. Milton: Routledge Ltd.

Bourdieu, P. (1977). Outline of a theory of practice, translated by R. Nice. Cambridge: Cambridge University Press.

Bourdieu, P. (1990). The logic of practice. Stanford: Stanford University Press.

Briggs, L. J., Gustafson, K. L., & Tillman, M. (1991). Instructional design: Principles and applications. Englewood Cliffs, New Jersey: Educational Technology Publications.

Buus, L. (2015). The learning potentials and challenges when integrating Web 2.0 in a problem-based learning approach (Aalborg University). Ph.d.-afhandling. Hentet fra https://aauforlag.dk/shop/phd-udgivelse/phd-by-lillian-buus.aspx

Buus, L., Godsk, M., & Hachmann, R. (2016). Learning design–pædagogiske og didaktiske modeller for undervisningsudvikling, kvalitetssikring og effektivisering på de videregående uddannelser. Tidsskriftet Læring og Medier (LOM), 9(15), https://doi.org/10.7146/lom.v9i15.104445

Carvalho, L., & Goodyear, P. (Eds.). (2014). The architecture of productive learning networks. New York: Routledge.

Chuang, Victoria Jae, Alejandro Ceballos, Helle Bundgaard, Peter Furu, Henrik Bregnhøj, Inez Harker-Schuch, and Christian Bugge Henriksen (2016): “Understanding the Dynamics of Online Learning Communities; Experiences from Three University Courses.” Tidsskriftet Læring Og Medier (LOM) 9, no. 16 (November 4, 2016). https://doi.org/10.7146/lom.v9i16.24412.

CompendiumLD learning design software (2019). Retrieved from http://compendiumld.open.ac.uk/

Conole, G. (2013). Designing for learning in an open world. New York: Springer.

Conole, G., & Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005(1). Retrieved from http://oro.open.ac.uk/11725/

Conole, G. (2007). “Describing Learning Activities -Tools and Resources to Guide Practice.” In Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning, 81–91. New York : London: Routledge.

Cross, S., Masson, A., O’Donnell, C., & Galley, R. (2011). Identifying and changing key curriculum design practices. Retrieved February 14, 2019, from http://www.online-conference.net/jisc/content2011/masson/Viewpoints_OULDI_FINAL.ppt

Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., Cameron, L., Badilescu-Buga, E., & Bower, M. (2016). The Larnaca Declaration on Learning 169

Design - 2013. In J. Dalziel (Ed.). Learning design: Conceptualizing a framework for teaching and learning online. New York: Routledge.

Dobozy, E, & Cameron, L. (2018). Editorial: Special issue on learning design research: Mapping the terrain. Australasian Journal of Educational Technology, 34(2). https://doi.org/10.14742/ajet.4390

Dohn, N. B. (2011). Interaktive muligheder og udfordringer i web 2.0. In J. Asmussen (Ed.), Digitalt dansk: Mediedidaktik 2.0 (pp. 71-88). København: Academica.

Dohn, N. B., & Hansen, J. J. (2016). Begrebet "didaktisk design" - et kritisk overblik over betydninger. In N. B. Dohn & J. J. Hansen (Eds.), Didaktik, design og digitalisering (pp. 43-63). Frederiksberg: Samfundslitteratur.

Dohn, N. B., & Hansen, J. J. (2018). Design in educational research - clarifying conceptions and presuppositions. In N. B. Dohn (Ed.), Designing for learning in a networked world (pp. 25-47). Abingdon: Routledge.

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5. ed.). Belmont, CA: Thomson/Wadsworth.

Georgsen, M., & Nyvang T. (2007). “Collaborative E-Learning Design Method (CoED).” E-Learning Lab Publication Series. E-Learning Lab: Aalborg University.

Godsk, M. (2013). STREAM: a Flexible Model for Transforming Higher Science Education into Blended and Online Learning. In T. Bastiaens, & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 722–728). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/114927.

Godsk, M. (2018). Improving STEM Undergraduate Education with Efficient Learning Design. EdD Thesis. The Open University. Retrieved from http://oro.open.ac.uk/55045/

Godsk, M. & Hansen, J. S. (2016). Learning design som systematisk alternativ til one-hit wonders – implementering af educational it i de våde fag på Aarhus Universitet. Tidsskriftet Læring og Medier (LOM), 9(15), https://doi.org/10.7146/lom.v9i15.23127

Godsk, M., Hougaard, R. F., & Bennedsen, J. (2018). Learning Design, Learning Analytics, and Learning Management Systems. In Proceedings of ICERI2018 Conference. Retrieved from https://pure.au.dk/portal/files/136128183/1474.pdf

Godsk, M., Hougaard, R. F., & Lindberg, A. B. (2013). Teaching Online Teaching Online: Seven Pedagogical Principles for Teacher Training. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 95-104). Association for the Advancement of Computing in Education (AACE).

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian journal of educational technology, 21(1), 82-101.

Goodyear, P., Avgeriou, P., Baggetun, R., Bartoluzzi, S., Retalis, S., Ronteltap, F., & Rusman, E. (2004). Towards a pattern language for networked learning. Paper presented at the Networked Learning 2004, Lancaster.

Goodyear, P., Carvalho, L., & Dohn, N. B. (2016). Artefacts and activities in the analysis of learning networks. In S. Bayne, M. de Laat, T. Ryberg, & C. Sinclair (Eds.), Research, Boundaries and Policy in Networked Learning (pp. 93-110). New York: Springer.

Goodyear, P., & Retalis, S. (Eds.). (2010). Technology-enhanced learning: Design patterns and pattern languages. Rotterdam: Sense Publishers.

Gynther, K. (Ed.) (2010). Didaktik 2.0: læremiddelkultur mellem tradition og innovation. København: Akademisk Forlag.

Hansen, J. J. (2012). Dansk som undervisningsfag. Perspektiver på design og didaktik. København: Dansklærerforeningens forlag.

Hansen, J. J., & Dohn, N. B. (2017). Portfoliokoncepter–med caseportfolioen og kompetenceportfolien som eksempel. Tidsskriftet Læring og Medier (LOM), 10(17). https://doi.org/10.7146/lom.v10i17.25854

Hansen, J. J., & Dohn, N. B. (2018). Design principles for learning in simulated social practices. In N. B. Dohn (Ed.), Designing for Learning in a Networked World (pp. 214-231). Abingdon: Routledge.

Hansen, J. J., & Dohn, N. B. (2019, in press). Designing for mediational transition and learning through simulation - a task analysis of knowledge transformation. In N. B. Dohn, S. B. Hansen, & J. J. Hansen (Eds.), Designing for situated knowledge transformation. Abingdon: Routledge.

Harker-Schuch, Inez Estelle, Henrik Bregnhøj, Victoria Jae Chuang, Peter Furu, Ingelise Andersen, and Christian Bugge Henriksen (2016). Facilitating Online Project Collaboration - New Directions for Learning Design. Tidsskriftet Læring Og Medier (LOM) 9, no. 16 (November 4, 2016). https://doi.org/10.7146/lom.v9i16.24411.

Heimann, P. (1976). Didaktik als Theorie und Lehre. In P. Heimann (Ed.), Didaktik als Unterrichtswissenschaft (pp. 142-167). Stuttgart: Ernst Klett Verlag.

Henriksen, C. B., Henrik Bregnhøj, Susanne Rosthøj, Alejandro Ceballos, Henrik Kaas, Inez Harker-Schuch, Ingelise Andersen, Søren Larsen, and Michael May, (2016). Technology Enhanced Peer Learning and Peer Assessment. Tidsskriftet Læring Og Medier (LOM) 9, no. 16 (November 4, 2016). https://doi.org/10.7146/lom.v9i16.24415.

Heskett, J. (2002). Toothpicks and logos: Design in everyday life. Oxford: Oxford University Press.

Hiim, H., & Hippe, E. (1993). Læring gjennom opplevelse, forståelse og handling: en studiebok i didaktikk. Oslo: Universitetsforlaget.

IMS Global Learning Consortium (2003). IMS Learning Design Best Practice and Implementation Guide Version 1.0 Final Specification. Retrieved from https://www.imsglobal.org/learningdesign/index.html

Jank, W., & Meyer, H. (2005). Didaktische Modelle (7. ed.). Berlin: Cornelsen Scriptor.

Klafki, W. (1991). Neue Studien zur Bildungstheorie und Didaktik : zeitgemässe Allgemeinbildung und kritisch-konstruktive Didaktik (2. erw. Aufl. ed.). Weinheim: Beltz Verlag.

Koper, R., & Tattersall, C. (Eds.) (2010). Learning Design. A Handbook on Modelling and Delivering Networked Education and Training. Berlin: Springer.

Künzli, R. (2000). German Didaktik: Models of re-presentation, of intercourse, and of experience. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German Didaktik tradition (pp. 41-54). Mahwah, NJ: Lawrence Erlbaum Associates.

Laurillard, D. (2002). Rethinking university teaching: a conversational framework for the effective use of learning technologies (2 ed.). London: RoutledgeFalmer.

Laurillard, D. (2012). Teaching as a design science: building pedagogical patterns for leaning and technology. New York: Routledge.

Levinsen, K. T., & Sørensen, B. H. (2011). Fremtidsrettede kompetencer og didaktisk design. In B. Meyer (Ed.), It-didaktisk design (8 ed., pp. 14-33). Aarhus: Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet.

Mor, Y., & Craft, B. (2012). Learning design: reflections upon the current landscape. Research in learning technology, 20. https://doi.org/10.3402/rlt.v20i0.19196

Mor, Y., Mellar, H., Warburton, S., & Winters, N. (Eds.). (2014). Practical design patterns for teaching and learning with technology. Rotterdam: SensePublishers.

Mor, Y., & Winters, N. (2007). Design approaches in technology-enhanced learning. Interactive Learning Environments, 15(1), 61–75. https://doi.org/10.1080/10494820601044236

Neutszky-Wulff, C., Rosthøj, S., Harker-Schuch, I., Chuang, V. J., Bregnhøj, H., Henriksen, C. B., & May, M. (2016). A Pedagogical Design Pattern Framework for Sharing Experiences and Enhancing Communities of Practice within Online and Blended Learning. Tidsskriftet Læring Og Medier (LOM) 9, no. 16 (November 4, 2016). https://doi.org/10.7146/lom.v9i16.24414.

OULDI (2019). Open University Learning Design Initiative. Retrieved from http://www.open.ac.uk/blogs/OULDI/

Overgaard, Julie Hougaard, Jesper Bruun, Michael May, and Linda Udby (2016): “Virtual Neutron Scattering Experiments - Training and Preparing Students for Large-Scale Facility Experiments.” Tidsskriftet Læring Og Medier (LOM) 9, no. 16 (November 4, 2016). https://doi.org/10.7146/lom.v9i16.24231.

Patton, M. Q. (2002). Qualitative Designs and Data Collection (3rd edition), Thousand Oaks: Sage Publications.

Postareff, L. (2010). How do teachers' self-reports of their teaching correspond with their teaching practices? Paper presented at the International Consistorium for Educational Development, Barcelona.

Selander, S., & Svärdemo-Åberg, E. (Eds.). (2008). Didaktisk design i digital miljö – nya möjligheter för lärande. Stockholm: Liber.

Sims, R. (2013). Design Alchemy: transforming the way we think about learning and teaching. Retrieved from http://www.slideshare.net/RoderickSims/130627-edmediainvited

University of Wollongong (2019). Home - LDTool. Retrieved from http://needle.uow.edu.au/ldt/

Vogten, H., Martens, H., Nadolski, R., Tattersall, C., Van Rosmalen, P., & Koper, R. (2006, July). CopperCore service integration-integrating IMS learning design and IMS question and test interoperability. In Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06) (pp. 378-382). IEEE. https://doi.org/10.1080/10494820701343827

Wenger, E. (1998): Communities of Practice - Learning, Meaning, and Identity. Edited by John Seely Brown and Jan Hawkins. Learning in Doing: Social, Cognitive and Computational Perspectives. New York: Cambridge University Press.

Aarhus Universitet (2011). Den Faglige Udviklingsproces. Øvrige bilag. Universitetsledelsen den. 9. marts. Retrieved November 21, 2013, from http://medarbejdere.au.dk/fileadmin/res/fau/dok/fau_bilag_oevrige_bilag_09031 1.pdf

Publiceret
2019-05-20
Citation/Eksport
Dohn, N., Godsk, M., & Buus, L. (2019). Learning Design. Tidsskriftet Læring Og Medier (LOM), 12(21), 20. https://doi.org/10.7146/lom.v12i21.112639