Advertisement

Designs for Learning as Springboards for Professional Development in Higher Education

  • Ulla KonnerupEmail author
  • Thomas Ryberg
  • Mia Thyrre Sørensen
Chapter
Part of the Research in Networked Learning book series (RINL)

Abstract

The area of Learning Design research holds interesting thoughts and conceptualisations for networked professional development. This chapter identifies some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing Learning Designs, the terms ‘plans for action’ versus ‘resources for reflection’ are introduced. Further different voices in the field alternating between seeing Learning Design as a means for ‘effectiveness’ versus a means for ‘reflexiveness’ are identified, and two different views of how to empower and support teachers in developing Learning Designs are suggested. Discussing contemporary challenges for networked professional development and asking whether the notions of Learning Design have a tendency to assume that researchers and teachers are designing for relatively well-known problems and contexts. Drawing on conceptualisations from Engeström, it is suggested that Learning Designs also can be viewed as ‘springboards for development’. It is concluded that design and Learning Designs should not only be thought of as predefined design ideas or as incremental exploration based on retrospective reflections on existing courses but also can conceptualise Learning Designs as dynamic, experimental opportunities for the collective design of new practices or what we term ‘springboards for development’.

Keywords

Design patterns Designing for learning Higher education Learning Design Resources for reflection 

References

  1. Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A pattern language. New York: Oxford University Press.  https://doi.org/10.2307/1574526CrossRefGoogle Scholar
  2. Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14.CrossRefGoogle Scholar
  3. Conole, G. (2007). Describing learning activities – Tools and resources to guide practice. Rethinking Pedagogy for a Digital Age: Designing and Delivering Elearning, 81–91. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.452.8020
  4. Conole, G. (2013). Designing for learning in an open world. New York: Springer.CrossRefGoogle Scholar
  5. Conole, G., Dyke, M., Oliver, M., Seale, J., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1–2), 17–33.  https://doi.org/10.1016/j.compedu.2003.12.018CrossRefGoogle Scholar
  6. Dalziel, J. (2003). Implementing learning design: The Learning Activity Management System (LAMS). Proceedings of the ASCILITE 2003 conference, Adelaide.Google Scholar
  7. Dalziel, J. (2013). The larnaca declaration on learning design — Implications for the future. In 2013 IEEE 63rd annual conference International Council for Education Media (ICEM) (pp. 1–1). IEEE.  https://doi.org/10.1109/CICEM.2013.6820135
  8. Dalziel, J. (Ed.). (2015). Learning design: Conceptualizing a framework for teaching and learning online. Routledge.Google Scholar
  9. Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., et al. (2016). The larnaca declaration on learning design – 2013. Faculty of Social Sciences – Papers. Retrieved from http://ro.uow.edu.au/sspapers/2322
  10. Davidsen, J., & Konnerup, U. (2016). Revitalisering af PBL i videregående uddannelser gennem learning design. Tidsskriftet Læring Og Medier (LOM), 9(15).  https://doi.org/10.7146/lom.v9i15.23126
  11. Dirckinck-Holmfeld, L., Jones, C., & Lindström, B. (2009). Analysing networked learning practices in higher education and continuing professional development (Technology enhanced learning) (Vol. 4). Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  12. Disalvo, C. (2012). Spectacles and tropes: Speculative design and contemporary food cultures. Fibreculture Journal, 20, 109–122.Google Scholar
  13. Dohn, N. B., & Hansen, J. J. (2016). Didaktik, design og digitalisering. In Didaktik, design og digitalisering. Frederiksberg: Samfundslitteratur.Google Scholar
  14. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit Oy: Helsinki. Retrieved from http://lchc.ucsd.edu/MCA/Paper/Engestrom/expanding/toc.htmGoogle Scholar
  15. Engeström, Y. (2004). New forms of learning in co-configuration work. Journal of Workplace Learning, 16(1/2), 11–21.  https://doi.org/10.1108/13665620410521477CrossRefGoogle Scholar
  16. Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118–128.  https://doi.org/10.1080/10749039.2014.891868CrossRefGoogle Scholar
  17. Engeström, Y., Lompscher, J., & Rückriem, G. (2016). Putting activity theory to work: Contributions from developmental work research (Vol. 13). Lehmanns Media.Google Scholar
  18. Gleerup, J., Heilesen, S., Helms, N. H., & Mogensen, K. (2014). Designing for learning in coupled contexts. In V. Hodgson, M. de Laat, D. McConnell, & T. Ryberg (Eds.), The design, experience and practice of networked learning (pp. 51–65). Cham, Switzerland: Springer International Publishing.  https://doi.org/10.1007/978-3-319-01940-6_3CrossRefGoogle Scholar
  19. Goddard, T., Griffiths, D., & Mi, W. (2015). Why has Ims learning design not led to the advances which were hoped for? In M. Maina, B. Craft, & Y. Mor (Eds.), The art & science of learning design (pp. 121–136). Rotterdam, The Netherlands: Sense Publishers.  https://doi.org/10.1007/978-94-6300-103-8_9CrossRefGoogle Scholar
  20. Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82–101.CrossRefGoogle Scholar
  21. Goodyear, P. (2015). Teaching as design. HERDSA Review of Higher Education, 2(2), 27–50. Retrieved from http://www.herdsa.org.au/wp-content/uploads/HERDSARHE2015v02p27.pdfGoogle Scholar
  22. Goodyear, P., Carvalho, L., & Dohn, N. B. (2014). Design for networked learning: framing relations between participants’ activities and the physical setting. Ninth international conference on networked learning 2014, 137–144. Retrieved from http://www.networkedlearningconference.org.uk/abstracts/pdf/goodyear.pdf
  23. Goodyear, P., & Retalis, S. (2010). Technology-enhanced learning. Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  24. Goodyear, P., Retalis, S., Bartoluzzi, S., & Ronteltap, F. (2004). Towards a pattern language for networked learning. Networked Learning, 449–455. Retrieved from http://www.cs.rug.nl/paris/papers/NL04.pdf
  25. Heskett, J. (2002). Design very short introduction. New York: Oxford University Press.Google Scholar
  26. Hodgson, V., McConnell, D., & Dirckinck-Holmfeld, L. (2012). The theory, practice and pedagogy of networked learning. In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the theory, pedagogy and practice of networked learning (pp. 291–305). New York: Springer.CrossRefGoogle Scholar
  27. Jensen, H.-C. (2005). Fra velfærd til designkultur. Ph.D.-afhandling – Institut for Litteratur, Kultur og Medier – Syddansk Universitet.Google Scholar
  28. Jones, C. (2015). Networked learning: an educational paradigm for the age of digital networks. Berlin, The Netherlands: Springer.CrossRefGoogle Scholar
  29. Jones, C., Ryberg, T., & de Laat, M. (2015). Networked learning. In Encyclopedia of educational philosophy and theory (pp. 1–6). Singapore: Springer Singapore.  https://doi.org/10.1007/978-981-287-532-7_129-1CrossRefGoogle Scholar
  30. Konnerup, U., Ryberg, T., & Sørensen, M. T. (2018). The teacher as designer? What is the role of ‘learning design’ in networked learning? IN B. Milan, N. B. Dohn, M. de Laat, P. Jandric, & T. Ryberg (Eds.), Proceedings of the 11th international conference on networked learning, The Zagreb University of Applied Science, 2018 (pp. 331–339).Google Scholar
  31. Koper, R. (2006). Current research in learning design. Educational Technology & Society, 9(1), 13–22. http://www.ifets.info/journals/9_1/3.pdfGoogle Scholar
  32. Laurillard, D. (2012). Teaching as a design science. New York: Routledge.  https://doi.org/10.4324/9780203125083CrossRefGoogle Scholar
  33. Markauskaite, L., Freebody, P., & Irwin, J. (Eds.). (2011). Methodological choice and design. Dordrecht, The Netherlands: Springer Netherlands.  https://doi.org/10.1007/978-90-481-8933-5CrossRefGoogle Scholar
  34. Mason, M. (2008). Complexity theory and the philosophy of education. Educational Philosophy and Theory, 40(1), 4–18. https://doi.org/10.1111/j.1469-5812.2007.00412.x
  35. McAndrew, P., & Goodyear, P. (2007). Representing practitioner experiences through learning design and patterns. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing and delivering e-learning (pp. 92–102). New York: Routledge.Google Scholar
  36. McKenney, S. E., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.Google Scholar
  37. Ross, J. (2016). Speculative method in digital education research. Learning, Media and Technology, 42(2), 214–229.  https://doi.org/10.1080/17439884.2016.1160927CrossRefGoogle Scholar
  38. Ross, J., & Collier, A. (2016). Complexity, mess, and not-yetness. In G. Veletsianos (Ed.), Digital learning: foundations and applications emergence and innovation in digital learning (pp. 17–34). Edmonton, AB: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120258/ebook/02_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdfGoogle Scholar
  39. Sannino, A., Engeström, Y., & Lemos, M. (2016). Formative interventions for expansive learning and transformative agency. Journal of the Learning Sciences, 25(4), 599–633.  https://doi.org/10.1080/10508406.2016.1204547CrossRefGoogle Scholar
  40. Sheets-Johnstone, M. (2011). The primacy of movement (Vol. 82). Amsterdam, The Netherlands: John Benjamins Publishing Company.  https://doi.org/10.1075/aicr.82CrossRefGoogle Scholar
  41. Weller, M. (2007). Virtual learning environments: effective development and use. London: Routledge.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Ulla Konnerup
    • 1
    Email author
  • Thomas Ryberg
    • 1
  • Mia Thyrre Sørensen
    • 1
  1. 1.Aalborg UniversityAalborgDenmark

Personalised recommendations