Supporting and representing Learning Design with digital tools: in between guidance and flexibility

Abstract

The research field of Learning Design (LD) has been active for some time now, but several questions remain open for the scientific community. In particular, the article tackles issues that have been core concerns in LD over the years: (1) how to support the different phases of the LD process; (2) what representations should be used in the various steps; and (3) to what extent should digital LD tools be structured or flexible, either guiding the teacher/designer or leaving them free to pursue their own design path and style. The authors investigated these open questions through an LD tool called the Pedagogical Planner. This tool has been evaluated in authentic contexts with the goal of providing input for the ongoing debate. Evaluation has focused on the perceptions and actual usage by teachers, generating significant evaluative data to be used as a spur for further reflection on LD.

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