Learning Design Grid

The Design Studio is a developing toolkit which draws together a range of existing and emergent resources around curriculum design and delivery and the role technology plays in supporting these processes and practices. The Studio will provide access to project outcomes and outputs from the JISC Curriculum Design and Delivery programmes as they are developed and will continue to be sustained as a community resource after the programmes finish.

Learning Score is a new and imaginative take on lesson-planning. Using the metaphor of a music score, Learning Score shows the planned activities for a lesson, and any multimedia attachments, as a graphical time line. Whole lesson plans can be saved, along with all the embedded resources and annotations, to be used again at a later date, or to be shared with colleagues.

Collage helps users in the process of creating their own (collaborative) Learning Designs starting with existing patterns. These patterns are called CLFPs (Collaborative Learning Flow Patterns) and represent broadly accepted techniques that are repetitively used by collaborative learning practitioners when structuring the flow of types of learning activities involved in collaborative learning situations. That is, Collage enables an easy edition of potential effective IMS-LD Units of Learning by reusing and customizing best practices in collaborative learning structuring according to the requirements and conditions of a particular learning scenario.

The LAMS Foundation is a not-for-profit organisation that manages research and development into LAMS and the concepts of Learning Design. The Foundation is based at Macquarie University, Australia as part of the Macquarie E-learning Centre Of Excellence (MELCOE), under the leadership of Professor James Dalziel (Director of MELCOE and inventor of LAMS). The LAMS Foundation collaborates with LAMS International to foster the adoption and implementation of LAMS across all education sectors. The LAMS Foundation is also the copyright owner for all LAMS software.

Whether you are an educational technology researcher, a learning scientist, a designer of web-based learning materials, or a teacher using technology, the DPD is a place for you to learn from the wisdom gained by dozens of researchers who have designed, enacted with students, and studied the use of technology for learning. This wisdom is translated in the DPD into pedagogical Design Principles at three grain-size levels, exemplified with Design Features.

CompendiumLD is a software tool for designing learning activities using a flexible visual interface. It is being developed as a tool to support lecturers, teachers and others involved in education to help them articulate their ideas and map out the design or learning sequence. Feedback from users suggests the process of visualising design makes their design ideas more explicit and highlights issues that they may not have noticed otherwise. It also provides a useful means of representing their designs so that they can be shared with others. CompendiumLD provides a set of icons to represent the components of learning activities; these icons may be dragged and dropped, then connected to form a map representing a learning activity. CompendiumLD comes with predefined sets of icons, some generic and some specific to learning design. The creation of a map is simple, users drag icons across and can start to build up relationships between these through connecting arrows

Learning Design Editor has been developed at the University of Bolton by Phillip Beauvoir and Paul Sharples.

a site where teachers (LdShakers) co-edit and share Learning design Solutions

"We are working with practising teachers to research, and co-construct, an interactive Learning Design Support Environment (LDSE) to scaffold teachers' decision-making from basic planning to creative TEL design. Through this iterative research-design process we hope to address the above issues and build the means by which the teaching community can collaborate further on how best to deploy TEL. We aim to lower the TEL threshold so that the majority of teachers can engage with it in a way that draws on good practice by others and is informed by the findings of pedagogical research, thereby optimising the benefits to their learners."