Dalziel, James, Conole, Grainne, Wills, Sandra, Walker, Simon, Bennett, Sue, Dobozy, Eva, Cameron, Leanne, Badilescu-Buga, Emil and Bower, Matt (2016) The Larnaca Declaration on Learning Design. Journal of Interactive Media in Education, 2016 (1):7. pp. 1-24. ISSN 1365-893X (doi:10.5334/jime.407)

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Abstract

The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the fi of Learning Design, based on a synthesis of research and practice in the fi to date. It begins by acknowledging the vast benefi s that would arise from wider sharing of eff ctive teaching practices, and it uses an analogy from the history of music nota- tion to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a “Learning Design Framework” (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a “Learning Design Conceptual Map” (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading “Learning Design Practice” (LD-P).

Item Type:	Article
Uncontrolled Keywords:	learning design
Subjects:	L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Educational Development Unit Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified:	20 Aug 2018 14:15
URI:	http://gala.gre.ac.uk/id/eprint/18065

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