TEMPLATE: Panel/Symposium (brief review) – Max. 2 pages
This document represents the template for a panel/symposium submission for the ascilite 2015 conference. All
panel/symposium submissions have to use the correct formatting. Word Styles (on the home panel) are shown in
block quotes with examples below.
A panel/symposium submission will describe an area of current interest and
be explored (with reference to relevant theoretical frameworks, research,
panel members and intended audience. An important component of the
description of the format, addressing the strategies that will be used to
biography of the panel members.
will provide a summary of ideas to
studies and references), including
panel/symposium submission is a
engage the audience, and a short
Panel/Symposium proposals are a maximum of 2 page, including references.
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Learning Design: Conceptualising a Framework for
Teaching and Learning Online
An enduring challenge for teaching and learning is successful sharing and reuse of quality teaching ideas
and pedagogical designs. The new field of Learning Design offers descriptive frameworks and
technologies to address this challenge. This symposium seeks to build on existing international research
to foster the successful adoption of quality teaching ideas and practices. The symposium will introduce
international works from members of our Learning Design network, building on recent research in the
field of Learning Design in Australia and Europe. The desired outcome of the symposium will be a wider
dissemination of Learning Design research, theory and practice and a further consolidation of an
international Learning Design community.
The content of this submission directly addresses the following theme of the conference “Innovations in
Technology Enhanced Learning”, specifically the topic, “Digital media learning in formal and informal
settings”. The symposium will be divided into four topic-based presentations. The topic discussions will
be led by members of our international Learning Design network. Discussion will be open and audience
interaction will be encouraged.
Keywords: The Larnaca Declaration on Learning Design, design thinking, design practice,
TPACK
Paper 1 - What is 'The Larnaca Declaration on Learning Design'?
Authors: James Dalziel, Grainne Conole, Sandra Wills, Simon Walker, Sue Bennett, Eva Dobozy, Leanne
Cameron, Emil Badilescu-Buga and Matt Bower
A general overview of our (collective) conception of learning design (LD), including distinction between LD
and instructional design. This presentation will discuss the current state of the field of Learning Design.
Specifically, it will provide a range of examples of learning designs and different representational systems to
illustrate the need for a “Learning Design Framework” (LD-F). It will also 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).
Discussion Leads:
James Dalziel: Director of the LAMS Foundation Ltd
Sue Bennett: University of Wollongong, Sydney, Australia
Eva Dobozy: Curtin University, Perth, Australia
Paper 2 - What is the relationship between Learning Design and TPACK?
Authors: Eva Dobozy & Chris Campbell
This presentation will discuss the concepts of Learning Design (LD) and Technological Pedagogical and
Content Knowledge (TPACK) in an attempt to contribute greater clarity about their epistemological and
conceptual similarities and differences. Drawing on LD and TPACK research, the authors will present a
conceptual framework that helps to analyse LD and TPACK philosophy and application, specifically targeting
designers of teaching and learning activities, educational researchers and administrators. It is argued that
understanding the complementary nature of LD and TPACK will assist designers of learning and teaching make
better informed decisions about technology enhanced learning and teaching provisions.
Discussion Leads:
Eva Dobozy: Curtin University, Perth, Australia
Chris Campbell: The University of Queensland, Brisbane, Australia
Paper 3 - Design thinking, design practice and design support tools
Authors: Sue Bennett, Shirley Agostinho & Lori Lockyer
All university educators perform design work as they prepare and plan learning experiences for their students.
How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research
for the authors. The purpose of this presentation is to present the results of a research study that sought to gain a
richer understanding of university educators’ design work; investigate how the idea of Learning Design could
support design work; and examine how learning designs could be made available within a Learning
Management System (LMS) as a design support tool.
Discussion Leads:
Sue Bennett: University of Wollongong, Sydney, Australia
Shirley Agostinho: University of Wollongong, Sydney, Australia
Paper 4 - Learning Design: Where Do We Go From Here?
Authors: James Dalziel, Sandra Wills, Grainne Conole, Simon Walker, Sue Bennett, Eva Dobozy, Leanne
Cameron, Emil Badilescu-Buga, Matt Bower and Chris Pegler
This concluding presentation will explore some implications of the concepts discussed in our forthcoming book
“Learning Design: Conceptualizing a Framework for Teaching and Learning Online”. It will discuss the need
for greater reuse and adoption of Learning Design and focus on the importance of fostering and supporting
sharing and reuse at an institutional level. Moreover, it will draw attention to the benefits of using Learning
Design to conduct more fine-grained comparisons in educational investigations, and the potential benefits of a
Learning Design for Instructional Design.
Discussion Leads:
James Dalziel: Director of the LAMS Foundation Ltd
Leanne Cameron, Australian Catholic University, Sydney, Australia
Biographies of Panel Members
Dr James Dalziel is a Director of the LAMS Foundation Ltd and LAMS International Pty Ltd, and editor of the
book "Learning Design: Conceptualizing a Framework for Teaching and Learning Online" (2015, Routledge).
He was previously Professor of Learning Technologies and Director of the Macquarie E-Learning Centre Of
Excellence (MELCOE) at Macquarie University.
Dr Eva Dobozy is a Senior Lecturer in the School of Education at Curtin University in Perth. Her interest and
research work is concerned with the issue of effective pedagogical modelling in face-to-face, blended and online
learning environments through the design of learning-centric and highly interactive curricula. Her research
focuses on template construction, reuse of learning designs and small data learning analytics.
Professor Sue Bennett of the School of Education at the University of Wollongong has more than 20 years
experience teaching in Australian universities. Sue is also an internationally-recognised research leader in the
area of learning design, with a special interest in supporting university teachers to improve their design practices
and to integrate information and communication technologies effectively into their subjects. Sue has received
funding through ARC, Carrick, ALTC and OLT grants and in 2009 received an ALTC citation for outstanding
contributions to student learning.
Dr Shirley Agostinho is a Senior Lecturer in the School of Education at the University of Wollongong. Shirley
has worked and researched in the area of learning design since 2000. She has particular expertise in learning
design representations and how they can communicate pedagogical ideas that can be adopted and adapted by
other teachers.
Dr Chris Campbell is a Lecture in Digital Technologies at The University of Queensland where she teaches in
both undergraduate and postgraduate programs. Chris has been conducting research into the area of learning
design for the past few years and currently has a project in Malaysian schools investigating cloud-based learning
designs.
Leanne Cameron is currently Lecturer in Educational Studies in the Faculty of Education & Arts at the
Australian Catholic University. She spent a number of years working on several federally funded learning
design projects with MELCOE (Macquarie E-learning Centre of Excellence) and has published regularly on
Learning Design. The focus of her current work is investigating how effective learning designs can be used to
introduce different teaching and learning approaches to different disciplines/subjects.