The Larnaca Declaration on Learning Design
MetadataShow full item record
This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/3.0/
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).
Showing items related by title, author, creator and subject.
Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning stylesScott, Donald E. (2009)This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
Velayutham, Sunitadevi (2012)Students‟ motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower ...
Evaluation of a University Physics Studio Learning Environment: The Interrelationships of Students' Perceptions, Epistemological Beliefs and Cognitive Outcomes.Yeo, Shelley R. (2002)Physics learning has been the focus of much research over the last few decades. One line of such research has had knowledge about physics conceptual understanding as its object. Conceptual physics learning is found to be ...