The Larnaca Declaration on Learning Design

Autor/inn/en	Dalziel, James; Conole, Grainne; Wills, Sandra; Walker, Simon; Bennett, Sue; Dobozy, Eva; Cameron, Leanne; Badilescu-Buga, Emil; Bower, Matt
Titel	The Larnaca Declaration on Learning Design
Quelle	In: Journal of Interactive Media in Education, 2016 (2016) 1, Artikel 7 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Foreign Countries; Instructional Design; Instructional Effectiveness; Educational Practices; Models; Educational Benefits; Concept Mapping; Decision Making; Teaching Methods; Role Playing; Definitions; Computer Software; Educational Innovation; Integrated Learning Systems; Educational Theories; Theory Practice Relationship; Coding; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Bildungspraxis; Analogiemodell; Bildungsertrag; Concept Map; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Begriffsbestimmung; Instructional innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Codierung; Programmierung; Zypern
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 field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation 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). (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01