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Designing for enactment: Multiple Design Formalizations and Interpretations in Teacher Practice

Juan A. Muñoz-Cristóbal, Luis P. Prieto, Yannis Dimitriadis, Sara Villagrá-Sobrino, Iván M. Jorrín-Abellán

Keywords: Learning design, orchestration, enactment, formalization, interpretation, teacher practice

Although there exist many approaches and frameworks for the design of learning activities, from different theoretical and pedagogical standpoints, very few of them take into account the fine-grained, contextual logistics that are required to enact those designs in an authentic classroom. Nor do they consider the different levels of formalization that occur as the original, high-level design ideas are transformed into the actual learning activities' implementation and enactment. Also, different actors may be involved in this process, from learning designers to technical staff, including teachers themselves. These formalization and enactment aspects, especially when ICT and multiple collaboration levels are in play, not only provide insights on the orchestration of learning designs, but also on the process of learning design itself.
Through a series of examples taken from real learning design practice, this chapter analyzes the different levels of formalization of learning designs, from the initial, high-level textual description, until its final implementation through a concrete ICT infrastructure. Special attention is paid to how different actors consume, produce and re-interpret these formalizations, and to the role of patterns and best practices as communication tools, as well as to that of LD tools themselves.