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It supports educational developers and educators who must manage special development tasks, helping them make implicit learning-process designs explicit. Learning Design integrates pedagogical theory, foregrounds student learning, uses design aids, and promotes reusability. Five practical tips explain how to organize, facilitate, and sustain learning-focused design.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/dut-guide-learning-design-as-an-educational-development-methodology/353826/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/dut-guide-learning-design-as-an-educational-development-methodology/353826.png","ImageObject",442,249,{"name":88,"@type":89},"Bulrr","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-28","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Who is the guide intended for?","Question",{"text":109,"@type":110},"The guide is intended for educational developers and educators with special educational development tasks in higher education.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What practical tips does the guide provide for adopting Learning Design?",{"text":114,"@type":110},"It provides five tips: identify opportunities, prepare an appropriate toolkit, facilitate with a balance of structure and openness, allocate time and enable peer sharing, and focus on sustainability through reusability and efficiency.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the guide define Learning Design in terms of purpose and characteristics?",{"text":118,"@type":110},"It frames Learning Design as a methodology aimed at learning from and supporting educators in designing for students’ learning, characterized by pedagogy-informed teaching, design-centred and learning-centred approaches, design aids, reusability and sustainability, and optional technology-enhanced learning.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},353826,1791733563,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":15,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":79},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","DUT Guide: Learning Design as an educational development methodology  \nMikkel Godsk, Centre for Educational Development, Aarhus University  \nAbstract  \nThis guide focuses on Learning Design as an educational development methodology for enhancing teaching and learning and is intended for educational developers and educators with special educational development tasks in higher education. It addresses educators’ often implicit design for learning processes and how they can qualify their designs and learn from and support peers’ design choices. Learning Design involves incorporating pedagogical theory, making explicit design choices, emphasising student learning, utilising design aids and promoting reusability. The guide offers five practical tips for adopting Learning Design in higher education with the ultimate goal of empowering educators to design and share effective and efficient teaching.  \nPractical tips  \n1. Identify opportunities to organise a Learning Design process.  \n2. Prepare the toolkit to suit the purpose, participants’ roles, teaching approach and subject area.  \n3. Facilitate the process and strike a balance between structure and openness in the facilitation.  \n4. Foster design by allocating time for designing and peers to share ideas and experiences.  \n5. Focus on sustainability by identifying actions to increase the reusability and efficiency of designs.  \nBackground  \nDesigning for learning, in terms of creating teaching materials and organising learning activities, is typically an integrated part of the role of educators. However, this process is often implicit and taken for granted, and educators’ teaching practices and plans are often only superficially described in lesson plans, course descriptionsand intended learning outcomes. This is a shame, as there is much to be learned about effective teaching practices from the choices that educators make, and educators can benefit from being familiar with their peers’teaching practices, relevant and practical pedagogical theories and models for realising specific pedagogical aims, as well as sharing knowledge and reusing effective designs (Conole, 2013) .  \nThe underlying ambition of Learning Design is to learn from and support educators in designing for students’learning. At present, there is no common definition of the concept, but it is frequently referred to as an educational development methodology:  \n‘ … the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation’ (Mor & Craft, 2012, p. 86) .  \nHowever, sometimes the concept is also used to refer to a product, e.g. a teaching plan, template or a design representation (e.g. Agostinho, 2006) . To avoid confusion, this guide focuses on the methodology and distinguishes between the design methodology and the design product by applying upper case to the former.  \nAs the common definitions are vague, it is often more fruitful to understand Learning Design according to its six core characteristics (see also Dalziel et al., 2016; Dohn et al., 2019):  \n1. Pedagogy-informed teaching  \nThe educator utilises pedagogical theory in their teaching practice through various practical pedagogical and didactic models and frameworks and thereby bases their teaching on pedagogy theory.  \n2. Design-centred  \nEducators are active designers, making explicit pedagogical choices and implementing designs in their teaching practice, fostering a sense of ownership and knowledge of how to use the materials.  \n3. Learning-centred  \nA focus on students’ learning, emphasising their learning process and outcomes rather than just developing materials and teaching practices.  \n4. Design aids  \nA range of tools, resources, models, methods, workshops and other design aids support the design process and qualify the designs.  \n5. Reusability and sustainability  \nBy offering a ‘language’ and aids to talk about, represent, share and reuse teaching practices, Learning D","cbCainq7KDCks2E6","https://ap.wps.com/l/cbCainq7KDCks2E6","pdf",1582641,"English","# Abstract\n# Practical tips\n## Identify opportunities to organise a Learning Design process\n## Prepare the toolkit for purpose, roles, approach, and subject area\n## Facilitate the process with balance between structure and openness\n## Foster design through time for designing and peer sharing\n## Focus on sustainability through actions that increase reusability and efficiency\n# Background\n## Designing for learning as an integrated, often implicit educator role\n## Learning Design as methodology vs. design product\n## Six core characteristics of Learning Design\n# Tip 1: Identify opportunities to organise a Learning Design process\n## Justify the need for a design process","[{\"question\":\"Who is the guide intended for?\",\"answer\":\"The guide is intended for educational developers and educators with special educational development tasks in higher education.\"},{\"question\":\"What practical tips does the guide provide for adopting Learning Design?\",\"answer\":\"It provides five tips: identify opportunities, prepare an appropriate toolkit, facilitate with a balance of structure and openness, allocate time and enable peer sharing, and focus on sustainability through reusability and efficiency.\"},{\"question\":\"How does the guide define Learning Design in terms of purpose and characteristics?\",\"answer\":\"It frames Learning Design as a methodology aimed at learning from and supporting educators in designing for students’ learning, characterized by pedagogy-informed teaching, design-centred and learning-centred approaches, design aids, reusability and sustainability, and optional technology-enhanced learning.\"}]","DUT Guide - Learning Design as an educational development methodology | PDF",1790107417]