Learning Design
Tilgange, cases og karakteristika
DOI:
https://doi.org/10.7146/lom.v12i21.112639Resumé
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.
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