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Chapter I
Learning Design
Representations to Document,
Model, and Share
Teaching Practice
Shirley Agostinho
University of Wollongong, Australia
AbstrAct
The term learning design is gaining momentum in the e-learning literature as a concept for supporting academics to model and share teaching practice. Its definition and composition is evolving, and as
such, there is currently no standard mode of representation for learning designs in education. Instead,
there are several emerging learning design representations with different perspectives about their purpose. This chapter explores these issues and presents a summary of the current discourse about learning
designs. The aim of this chapter is to address a gap in the literature by comparing and contrasting six
learning design representations. The chapter discusses the research conducted to date about learning
design representations and concludes by proposing a pathway for further research.
IntroductIon
In the higher education sector today, more so
than ever before, academics are presented with
many choices in how they can design and deliver
their courses. As the use of information and
communication technology (ICT) in teaching
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