Vol. 9 No. 15 (2016): Learning design: pædagogiske og didaktiske modeller for undervisningsudvikling, kvalitetssikring og effektivisering på de videregående uddannelser

This issue of LOM (the Danish abbreviation for "Learning, Education, Media") focuses on learning design and other model-based approaches to curriculum development, which are increasingly gaining popularity at both foreign and Danish educational institutions. The model-based approach has proven useful in quality-assuring the use of technology in education, concretizing pedagogical theory into tangible models and tools for curriculum development, targeting educators, and enabling the reuse and sharing of best practices. Furthermore, this approach holds potential in a business context, as curriculum development can be systematized, thereby realizing technology's potential for improved quality in education and efficiency.

With the recent reforms in the education system, the focus has shifted from teaching to learning, while also placing a greater emphasis on the digital dimension. There is a heightened focus on learning objectives, and the political agenda underscores that educational institutions should produce more high-quality graduates with fewer resources.

In this issue of LOM, we emphasize learning design and other model-based ways of thinking about pedagogy, methods, and learning environments in higher education. Therefore, we invite articles on existing experiences with the use of learning design and pedagogical/didactic models, reviews of research in the field, and articles on new models for e-learning and methods targeting specific challenges such as differentiation of instruction, remote learning design, and skill development. Additionally, we welcome articles of a more business and strategic nature, including contributions that address the quality and economic potential and consequences of introducing learning design and pedagogical models in higher education.