References

Key Books

Technology-Enhanced Learning: Design Patterns and Pattern Languages. Peter Goodyear and Symeon Retalis, eds. (2010). This book, in the same series of the proposed volume, is perhaps most similar to the one under consideration. Its focus is on the use of design patterns as a means to improving learning outcomes. It presents a selection of research and tools to support learning design with design patterns and rationalises their use to overcome the problems practitioners face in bridging between theory and research, and the real-world challenges in designing for the classroom. By contrast, the proposed book takes a broader look at learning design more generally, rather than focusing on one particular technique, hence the division of the book into three major sections (viz., methods, tools and theory). In each of these sections, at least one chapter references the use of design patterns because they are indeed the focus of a great deal of research and interest. However, its broader perspective on learning design clearly differentiates the proposed book from Goodyear and Retalis, which maintains a deep focus on one particular technique.

Learning Design: a handbook on modelling and delivering networked education and training. Koper (2005), Springer. This book provides an overview of the Learning Design domain and is focused primarily on the issues related to implementation of pedagogy and designs in eLearning using a particular learning design method, the Learning Design specification. The proposed book will focus more broadly on the issues related to Learning design and not on one particular approach.

Educational Design Research Van den Akker et al., eds. (2006), Routledge. This volume is similar in nature to the proposed book, arising out of a seminar convened in Amsterdam. Our proposal is for an updated perspective on Learning Design and would highlight the numerous research developments since 2006. Several handbooks in this domain are published as non-refereed collections primarily for libraries and are thus, unlikely to reach a broad audience. IGI is a major publisher in this arena. We aim to overcome these limitations by producing an accessible and practical edited collection intended for a more general readership. Examples from this group include:

Handbook of Design Research Methods in Education: Innovations in Science, Technology, Engineering, and Mathematics Learning and Teaching. Kelly, Lesh, and Baek, Eds. (2008), Routledge. This is perhaps the most direct competitor to the proposed volume, though with scant attention to design representations.

Handbook of Visual Languages for Instructional Design, Botturi & Stubbs (2008), IGI Global. Botturi & Stubbs only covers the topic of visual representations for Learning Design. The proposed volume will situate this topic more broadly within the several thematic strands of the domain and thus, will appeal to a broader audience.

Handbook of Research on Learning Design and Learning Objects, Lockyer (2009), IGI Global. Lockyer’s is an edited collection that splits attention between the processes and learning objects. The proposed volume will shift emphasis away from Learning Objects and be more focused on methods and examples of design approaches, illustrated with examples of learning design systems.

Instructional design: case studies in communities of practice, Keppell (2007), IGI Global. This book presents a collection of case studies in learning design. this is useful to designers in terms of relating the content to their own practice, but ignores the theoretical, and representational aspects which are key to effective learning design and which will be addressed by the proposed book.

Collated References

Refer to the ASLD Book Mendeley Group for discussion and adding references.

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