"Designerly Talk in Non-Pedagogical Social Spaces" (Gray and Howard, 2014) is a paper on a study that was conducted as an early attempt to understand the kinds of talk students engaged in outside of the formal curriculum in student-run communities that enhanced their design learning. While the paper has only been available for a…

Students live and work in worlds where virtual communities, such as those created via social network sites (e.g. Facebook) may interplay with their formal learning, but scholars of design pedagogy know little about how these spaces can support design learning. In this study, we describe how a set of informal communications, encapsulated in five…

This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organised a university course in plastic product design and how the teacher guided student teams' design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical framework.…

Since the article "Beyond Instructional Design: Making Learning Design a Reality" (Sims, 2006) was published, much has changed in the opportunities we have for learning, and Professor Rod Sims's thinking has evolved. In this article, Professor Rod Sims reflects upon his original article, and he offers an evolved model of learning design,…

It is widely held, through the Socratic tradition, that discussion is at the heart of learning. Moderated discussion forums have been shown to replicate the debate, argument and verbal defence of viewpoints that we have come to expect in face-to-face learning environments and that we generally accept to underpin learning. While much has been…

This paper investigates the complex interactions that occur as teachers meet online to justify and negotiate their assessment judgements of student work across relatively large and geographically dispersed populations. Drawing from sociocultural theories of learning and technology, the technology is positioned as playing a role in either…

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound…

Authentic learning designs have been explored for some time now and have frequently been shown to provide learning settings that provide many meaningful contexts for learning. These meaningful contexts provide not only encouragement for students to learn but also a raft of learning enhancements including higher-order learning and forms of learning…

When we reflect on the emergence of online education and e-learning as the leading contender to confront the traditions of face-to-face teaching and learning, it is not only a case of better understanding the characteristics of online environments, but also timely to assess the relevance of theories and frameworks informing the design and…

The purpose of the following article is to discuss the integration of computer mediated communication into a French writing course and to report on the assessment methodology used in order to gather students' perspectives. The online course component was introduced in the Fall of 2003 in order to enhance students' learning by introducing…