This chapter describes the range of ways in which learning interventions can be visualised and represented, along with a discussion of the benefits of each of these and how they can be used as part of both the design process and as a means of making the inherent design of a learning activity explicit. These include the follow representations: textual, content map, course map view, pedagogy profile, task swimlane view, learning outcomes map, course dimensions view and principle/pedagogy matrix.
KeywordsEmotional Regulation Learning Activity Learning Outcome Paced Breathing Learning Pathway
- Alexander, C. (1977). Pattern languages. New York: Oxford University Press.Google Scholar
- Alexander, C., Ishikawa, S., & Silverstein, M. (1977). A pattern language: Towns, buildings, construction (Vol. 2). New York: Oxford University Press.Google Scholar
- Biggs, J. (1999). Teaching for quality learning at university. Buckingham: Society for Research in Higher Education, Open University Press.Google Scholar
- Bruner, J. (2003). The narrative construction of reality. In M. Mateas & P. Sengers (Eds.), Narrative intelligence (pp. vii, 340). Amsterdam: John Benjamins Publishing.Google Scholar
- Buckingham Shum, S., & Okada, A. (2007). Knowledge mapping for open sensemaking communities, researching open content in education – OpenLearn 2007. Milton Keynes: The Open University.Google Scholar
- Buckingham Shum, S., & Okada, A. (2008). Knowledge cartography for controversies: The Iraq debate. In A. Okada, S. Buckingham Shum, & T. Sherborne (Eds.), Knowledge cartography – Software tools and mapping techniques. London: Springer.Google Scholar
- Conole, G. (2008a, July). New schemas for mapping pedagogies and technologies. Ariadne Article. http://www.ariadne.ac.uk/. Accessed 21 Sept 2011.
- Conole, G. (2008b). Capturing practice, the role of mediating artefacts in learning design. In L. Lockyer, S. Bennett, S. Agostinhi, & B. Harper (Eds.), Handbook of learning designs and learning objects. Hersey: IGI Global.Google Scholar
- Conole, G. (2009). Capturing and representing practice. In A. Tait, M. Vidal, U. Bernath, & A. Szucs (Eds.), Distance and E-learning in transition: Learning innovation, technology and social challenges. London: Wiley.Google Scholar
- Conole, G. (2010). An overview of design representations, paper in a symposium – Conole, G., & Retalis, S. (2010, May 3–4). Symposium organisers – Current challenges in learning design and pedagogical patterns research, Networked Learning Conference, Aalborg, Denmark.Google Scholar
- Conole, G., & Mulholland, P. (2007). Using the concepts of design and narrative, The Personal Inquiry (PI) project (Working paper two). Milton Keynes: The Open University.Google Scholar
- Conole, G., McAndrew, P., & Dimitriadis, Y. (2010). The role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources. In F. Pozzi & D. Persico (Eds.), Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives. Hershey: IGI Global.Google Scholar
- Dalziel, J. (2003, December 7–10). Implementing learning design: The Learning Activity Management System (LAMS). Paper presented at the ASCILITE 2003, Adelaide.Google Scholar
- Dalziel, J. (2007). Building communities of designers. In H. Beetham & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing and delivering e-learning (pp. 193–206). London: Routledge.Google Scholar
- Dimitriadis, Y., McAndrew, P., Conole, G., & Makriyannis, E. (2009, December 6–9). New design approaches to repurposing Open Educational Resources for collaborative learning using mediating artefacts. ASCILITE Conference, Auckland.Google Scholar
- Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82–101.Google Scholar
- Goodyear, P., & Retails, S. (2010). Technology-enhanced learning: Design patterns and pattern languages. Rotterdam: Sense Publishers.Google Scholar
- Hernández, D., Asensio, J. I., & Dimitriadis, Y. A. (2005). Computational representation of collaborative learning flow patterns using IMS learning design. Educational Technology and Society, 8, 75–89.Google Scholar
- Hernández-Leo, D., Villasclaras-Fernández, E. D., Ascensio-Pérez, J., Dimitriadis, I., Jorrín-Abellán, I. M., Ruiz-Requies, I., & Rubia-Avi, B. (2006). COLLAGE: A collaborative learning design editor based on patterns. Educational Technology and Society, 9(1), 58–71.Google Scholar
- McKim, R. H. (1980). Thinking visually: A strategy manual for problem solving. Belmont: Lifetime learning publications.Google Scholar
- Media Advisor. (n.d.). Media Advisor available to download from http://www.londonmet.ac.uk/ltri/demos/media_adviser_files/media_adviser.htm. Accessed 11 Aug 2011.
- Nicol, D. (2009). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies. Assessment and Evaluation in Higher Education, 34(3).Google Scholar
- Paquette, G. (2004). Instructional engineering for learning objects repositories networks. In Proceedings of International Conference on Computer Aided Learning in Engineering Education (CALIE 04), Grenoble, France. Accessed online on 5 May 2005 at: http://www-clips.imag.fr/calie04/actes/Paquette.pdf. Accessed 11 Aug 2011.
- Paquette, G., Léonard, M., & Lundgren-Cayrol, K. (2008). The MOT+ visual language for knowledge-based instructional design. In L. Botturi & S. T. Stubbs (Eds.), Handbook of visual languages for instruction design: Theories and practices (pp. 133–154). Hershey: Information Science Reference.Google Scholar
- Sherborne, T. (2008). Mapping the curriculum: How concept maps can improve the effectiveness of course development. In A. Okada, S. Buckingham Shum, & T. Sherborne (Eds.), Knowledge cartography – Software tools and mapping techniques. London: Springer.Google Scholar
- Stubbs, S. T., & Gibbons, A. S. (2008). The power of design drawing in the other design fields. In L. Botturi & T. Stubbs (Eds.), Handbook of visual languages for instructional design. Theories and practices. Hersey: IGI Global.Google Scholar
- Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: MIT Press.Google Scholar