LD-Grid

Social and mobile technologies offer learners unprecedented opportunities to create, organise, share and access knowledge. Such technologies effect potent learning environments, yet these are constantly shifting with escalating complexity. In order for educators to effectively orchestrate learning within this landscape they need to perceive themselves, and indeed to be perceived by society, as techno-pedagogical designers.

The aim of the LD-Grid theme team was to produce a concise, comprehensive and accessible set of resources which will empower educators and learners to participate in design discourse and practices in technology enhanced learning (TEL). These resources will enable learners and educators to collaboratively reflect on their goals and constraints, characterise contexts of learning, and devise viable means of achieving their goals within these contexts and in light of the constraints.

Project Outcomes

• A web-based, comprehensive mapping of representations of design knowledge in TEL and reviews of existing banks of design resources and tools in learning design.
• Several workshops including Art and Science of Learning Design (ASLD 2011), Theory and Practice of Learning Design at Online Educa 2011 (TPDL 2011) and at Designs for Learning Conference (TPDL 2012), and a workshop at the 2013 Alpine Rendezvous called "Teacher-led Inquiry and Learning Design: The Virtuous Circle". In addition, several papers were published (see the publications box on the right-hand side). 
• A follow-up JISC co-funded massive open online course (MOOC) on learning design, which will air in early 2013.
• A follow-up project called METIS, in which the ACIS group at i5 is part of the consortium, and which is funded by the European Commission in the Lifelong Learning Programme. METIS commenced in November 2012 and will last for 28 months.

Publications

2015

• Michael Derntl

  OpenGLM: Integrating Open Educational Resources in IMS Learning Design Authoring

  Published in M. Maina, B. Craft, Y. Mor (Eds.): The Art & Science of Learning Design (pp. 157-168), Sense Publishers, Rotterdam, 2015

2014

• Michael Derntl

  Design narrative: Lab course on Software Architectures and Web Technologies

  Published in Y. Mor, H. Mellar, S. Warburton, N. Winters (Eds.): Practical Design Patterns for Teaching and Learning with Technology (pp. 23-30), Sense Publishers, Rotterdam, 2014

• Diana Laurillard, Michael Derntl

  Learner Centred Design - Overview

  Published in Y. Mor, H. Mellar, S. Warburton, N. Winters (Eds.): Practical Design Patterns for Teaching and Learning with Technology (pp. 13-16), Sense Publishers, Rotterdam, 2014

• Michael Derntl

  Pattern: Spotlighting Learning Processes

  Published in Y. Mor, H. Mellar, S. Warburton, N. Winters (Eds.): Practical Design Patterns for Teaching and Learning with Technology (pp. 61-66), Sense Publishers, Rotterdam, 2014

• Michael Derntl, Susanne Neumann, Petra Oberhuemer

  Lost in Interaction in IMS Learning Design Runtime Environments

  Published in Educational Technology & Society, 17(3): 332-342 (2014)

• Michael Derntl, Diana Laurillard

  Scenario: Interactive Lecture

  Published in Y. Mor, H. Mellar, S. Warburton, N. Winters (Eds.): Practical Design Patterns for Teaching and Learning with Technology (pp. 97–100), Sense Publishers, Rotterdam, 2014

2013

• Luis P. Prieto, Yannis Dimitriadis, Brock Craft, Michael Derntl, Valérie Émin, Mary Katsamani, Diana Laurillard, Elizabeth Masterman, Symeon Retalis, Eloy D. Villasclaras

  Learning design Rashomon II: exploring one lesson through multiple tools

  Published in Research in Learning Technology, Vol. 21, Supplement 1, 2013

2012

• Michael Derntl, Susanne Neumann, Petra Oberhuemer

  Interactions for Learning as Expressed in an IMS LD Runtime Environment

  Published in Proceedings of 12th IEEE International Conference on Advanced Learning Technologies (ICALT 2012), Rome, Italy, 383-387

• Katrien Verbert, Xavier Ochoa, Michael Derntl, Martin Wolpers, Abelardo Pardo, Erik Duval

  Semi-automatic assembly of learning resources

  Published in Computers & Education, 59(4), 1257-1272 (2012)