Engaging Teaching Professionals in Design for Online Learning

  • Marianne GeorgsenEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9307)


Teaching and learning in higher education institutions have for some time now been seen to integrate on line activities, materials and student interaction into otherwise campus based programmes. Traditional teaching is often both classroom-based, teacher centred as well as with an emphasis on content delivery. Transformation of existing teaching practice, however, is often a daunting task for teaching professionals, and one which calls for an organizational approach. To support teaching staff in such transformation, a methodology for learning design has been developed and implemented into the organisation of a school for continuing education. Despite support from e-learning experts in the design process, most projects undertaken by teaching staff were modest in degree of innovation, and existing practices were reinforced rather than transformed. The workshops and design methodology have now become part of a so called organizational framework for learning design in order to provide a stronger incentive and better support for transformation of practice.


Learning design Organizational design frame Workshop methodology CoED Further education 


  1. 1.
    Nyvang, T., Georgsen, M.: Collaborative e-Learning Design Method (CoED). e-Learning Lab Publication Series, no. 12, p. 25. Aalborg University, Denmark (2007)Google Scholar
  2. 2.
    Ryberg, T., Buus, L., Nyvang, T., Georgsen, M., Davidsen, J.: Introducing the collaborative e-learning design method (CoED). In: Mor, Y., Craft, B., Maina, M. (eds.) Art and Science of Learning Design. Sense Publishers, Rotterdam (2015)Google Scholar
  3. 3.
    Conole, G.: Designing for Learning in an Open World. Springer, New York (2013)CrossRefGoogle Scholar
  4. 4.
  5. 5.
    Mor, Y., Warburton, S., Winters, N.: Participatory pattern workshops: a methodology for open learning design inquiry. Res. Learn. Technol. 20(0) (2012). doi: 10.3402/rlt.v20i0.19197
  6. 6.
  7. 7.
    Salmon, G., Wright, P.: Transforming future teaching through ‘Carpe Diem’ learning design. Educ. Sci. 4, 52–63 (2014)CrossRefGoogle Scholar
  8. 8.
    Conole, G.: Describing learning activities; Tools and resources to guide practice. In: Beetham, H., Sharpe, R. (eds.) Rethinking Pedagogy for a Digital Age: Designing and Delivering e-Learning, pp. 81–91. Routledge, New York (2007)Google Scholar
  9. 9.
    Puentedura, R.R.: As we may teach: educational technology, from theory into practice (2009).
  10. 10.
    Christensen, O., Christiansen, R.B., Gynther, K., Helms, N.H., Schlüntz, D.: Can We Learn from Others? International Experience with e-Learning and Blended Learning in Vocational Education and Teacher Training. University College Zealand, Sorø (2014). (in Danish)Google Scholar
  11. 11.
    Goodyear, P., Dimitriadis, Y.: In medias res: reframing design for learning. Res. Learn. Technol. Suppl. 21, 19909 (2013). doi: 10.3402/rlt.v21i0.19909 CrossRefGoogle Scholar
  12. 12.
    Salmon, G.: Flying not flapping: a strategic framework for e-learning and pedagogical innovation in higher education institutions. ALT-J 13(3), 201–218 (2005)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.School of Continuing EducationVIA University CollegeAarhusDenmark

Personalised recommendations