The art and science of learning design - book overview

 This book, The art and science of learning design - collates the latest in thinking and practice on learning design. The book is edited by MarceloMaina, Brock Craft and Yishay Mor published by Springer in 2015 in their technology enhanced learning (TEL) series.

The book has 15 chapters, organised into 3 sections. 

The first section, 'Theories' presents, discusses and critiques various theories of learning design

The first chapter covers "Reflections on the art and science of learning design and the Larnaca declaration" by James Dalziel. This chapter, summarises and updates on the 'Larnaca declaration' which arose through a 2012 meeting in Cyprus whereby a new framework, synthesised from research and practice, was proposed and ratified. The declaration drew on previous work undertaken through work undertaken by the author and the work of Professor Diana Laurillard. 

Next is a chapter on "Analysing the structural properties of learning networks"  by Peter Goodyear, Kate Thompson, David Ashe, Ana Pinto, Lucila Carvolho, Martin Parisio. Here methods used to evaluation and analysis of ideas sharing are introduced and discussed. The ability to deconstruct and understand how learning is designed by others, helps provide insights into future ways to bring about effective learning design.

Chapter three is on "Concretisation of design ideas in the context of educational technology design" by Tamar ronen-Fulmann and Yalel Kali. Argues that the act of design is itself, creates learning. Therefore, design, is a process of learning. Not so much the creation of the artefact, but the ways design is enacted, creates the opportunity to learn.

The last chapter in this chapter "A multi-dimensional space for learning design representations and tools" by Francesca Pozzi, Donaella Persico and Jeffrey Earp, follows on from the previous. Teachers design learning through a range of activities to produce lesson plans, learning modules, courses etc. In doing, they learn the efficacies and processes of learning design which work within their own contexts.

Section two covers "Methods"

Begins with this chapter on "Toward relevant and usable tel research" by Susan Mckenney which argues for better alignment to the needs of learners, especially their learning goals. Also to ensure teachers' perspectives are better understood and applied to learning design as they have the expertise and experience of what works best in their context.

The next chapter is on "Introducing the collaborative e-leanring design method (CoED)" with Thomas Ryberg, Lilian Buus, Tom Ryberg, Marianne Georgsen Jacob Davidsen. The authors detail a collaborative learning design process which was an outcome of 'the Learn@work' project. 

 The third chapter "Double loop design" by Steven Warburton and Yishay Mor details the philosophies and processes which underpin this form of learning design. It is important to not only draw on experience but to also setup conditions which foster continued reflective design.

Then a chapter on "Towards a principled approach to evaluating learning design tools" by Elizabeth Masterman. Here digital tools that support learning design are evaluated. The chapter argues for the importance of this stage, as tools direct the trajectory and application of learning design.

The fifth chapter in this section "Why has LMS learning design not let to the advances which were hoped for?"  By Timothy Goddard, David Griffiths and Wang Mi takes on a critical view of how LMS's direct the ways learning is developed / designed. The chapter calls for care in the selection of LMSs as the effect of the LMS structure is not often taken into account when learning is designed.

The last chapter in this section "A critical review of LMS learning design with Daniel Burgos, follows on from the previous chapter.  This chapter has a focus on adaptive learning processes and through a case study of 4 scenarios, identifies the constraints placed by the LMS on the learning design for effective adaptive learning.

 The third section, focuses on "Tools". The following chapters detail various examples, many developed specifically for contexts across various educational sectors. The chapters are on:

Openglm by Mechael Dernti; Reflections on developing a tool for creating visual representations of learning design with Andrew Brasher and Simon Cross; The e-design template by Helen Walmsley;Ldshake and the ‘Bilogia en context’ teacher community across high schools with Davian Hernāndez-Leo, Pau Moreno, Mar Carriō, Jonathan Chacōn, Josep Biat; and Isis and scenedit with Valērie Emin and Jean-Phillippe Pernin. 

 Overall, a must read by learning designers, in particular the first two sections. The last section provides indication of the ways various contexts influence learning design, leading to the importance of ensuring learning design serves education and not the other way around. However, learning design also has a role in influencing deeper reflection into current ways for developing learning and contributing to shifts in how learning is designed for future educational objectives.