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Shirley Agostinho (2006)

The use of a visual learning design representation to document and communicate teaching ideas

In: Proceedings of the 23rd Annual AsciliteConference: Who’s Learning? Whose Technology?, Sydney.

A learning design is a representation of teaching and learning practice documented in some notational form so that it can serve as a model or template adaptable by a teacher to suit his/her context. This paper presents a work-in-progress of a research study that is examining how a learning design representation developed in an Australian federally funded project known as the Learning Designs project ( is being used. Eleven participants were interviewed to investigate how they are using the learning design representation and how such a representation could be improved. Preliminary findings indicate that the visual characteristic of this learning design representation is one of its main strengths. The visual element enables a learning design to be summarised so it can serve as a “talking point” during the design process, it can be used as a communication device to share pedagogical strategies, and it can also serve as a personal reflection tool. In-depth analysis of the interviews is currently being conducted. The results will inform the refinement of the learning design representation and make a contribution towards the development of a notation system as there is currently no consistent notation system for learning designs in education.

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"The library is not a shrine for the worship of books. It is not a temple where literary incense must be burned or where one's devotion to the bound book is expressed in ritual. A library, to modify the famous metaphor of Socrates, should be the delivery room for the birth of ideas - a place where history comes to life." — Norman Cousins, 1954