Keynote Speaker Professor Diana Laurillard

In a recent paper (2011) titled 'Evaluating learning designs through the formal representation of pedagogical patterns' (with Dejan Ljubojevic), Professor Laurillard argues for revisiting models of support for teachers embarking on learning design projects that include digital tools and resources. Her joint paper suggests that a generic model for technology in teaching practice is required focusing on basic pedagogy and student learning. This may be derived from a review of the extant pedagogic literature and a range of practice-based learning design projects. The challenge is to combine the two as learning theory tends to be too generic and learning designs too specific. Professor Laurillard's paper suggests that Conversational Framework theory provides such a bridge through systematically defining pedagogy and underpinning the interpretation of learning design and the outcomes it intends to promote while supporting on-the-ground learning design development.

For valuable insights into the relationship between advances in information technology and their connections with curriculum and courseware development, please come along to ALS12 where Professor Laurillard will explore a range of ideas related to the topic. Further information on the concepts outlined may be found on the Learning Design Support Environment (LDSE) project website – www.ldse.org.uk.