Guest editor: Professor Gráinne Conole, University of Leicester,
UK Head of the Beyond Distance Research Alliance
The call focuses on learning design. Learning design as a term is being
used in a number of different ways, this issue aims to clarify these
different perspectives. Arguably, designing for learning is one of
the key challenges facing education today; it offers a potential solution
to address some of the challenges outlined above. It provides a
methodology to help guide and support teachers in the creation of
effective learning interventions and resources, which harness the
potential of social and participatory media. Papers are welcome on any
aspects of learning design, some suggested areas of focus are listed
below:
- What are the implications of new social and participatory media for
education and how can they be harnessed more effectively to support
learning?
- What are the different ways in which learning interventions can be
represented?
- How can social networking and other dialogic tools be used to enable
teachers to share and discuss their learning and teaching practices,
ideas and designs?
- What are the implications for learners, teachers and institutions of
new social and participatory media?
- What new pedagogies are emerging as a result of the use of new social
and participatory media?
- How are Open Educational Resources being design, used and repurposed?
- What are the implications for formal institutions of the increasingly
availability of free resources, tools and even total educational
offerings, such as Massive Online Open Courses (MOOCs)?
Papers of the follow types are welcome:
- Reviews of aspects of the latest learning design results.
- Empirical studies and evaluations of learning design interventions.
- Policy papers and briefings, particularly looking at the implications
of new social and participatory media for learning and teaching.
- Papers on different learning design methodologies and
representations.
- Reports and evaluation on learning design visualisation tools.
- Reports and evaluations of pedagogical planners.
- Empirical studies on the nature of social and participatory media,
their key characteristics and how they can be used by learners and
teachers.
- Case studies on how learners and teachers are using technologies and
associated design implications.
- Theoretical underpinnings of the field of learning design.
- The relationship between learning theories and learning design.
Critiques of the relationship between learning design and related fields,
such as instructional design, pedagogical patterns and learning
sciences.
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