Abstract
Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
Highlights
Background and ChallengesTechnology enhanced learning environments are designed social and information spaces where formal, non-formal and informal learners (Van Merriënboer et al 2009) engage with learning materials, learning artefacts, co-learners, teachers/instructors,1 trainers, experts, etc
There is a move from traditional instructional design (ID) and authoring tools to support teachers/instructors in ID of instruction, to a wider understanding of design as learning design (LD) of the learning experience3 and learning environment
What we have shown in this article, is that research on learning design is alive and well in Europe, in new forms than that of the foundations of traditional learning design of the 1970s and 1980s
Summary
Technology enhanced learning environments are designed social and information spaces where formal, non-formal and informal learners (Van Merriënboer et al 2009) engage with learning materials, learning artefacts (e.g., learning tools / applications), co-learners, teachers/instructors, trainers, experts, etc. An expert restaurant chef makes use of all of the techniques (baking, frying, steaming, cryo-cooking, sous-vide), tools (pots, pans, knives, ovens, 3D-printers), and ingredients (foods, herbs, spices, condiments) that (s)he has at her/ his disposal. This expert chef has the requisite deep knowledge, skills, attitude, and experience to know what to use with what as well as how and when to use them to create delicious, nutritious, and beautiful meals. An expert learning designer makes use of all of the techniques (different pedagogies and approaches to instruction and learning from lecture to computer supported collaborative learning to games/simulations, to on the job training, learning communities, apprenticeship, etc.), tools (books, whiteboards, computers, mobile devices, workshops, etc.), and ingredients (content domain, cues, traditional- and 360-degree feedback, learning objectives, etc.), see Fig. 1. (S)he has the requisite deep content-, pedagogical content, technological pedagogical content
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