This document discusses integrating learning design approaches and representations. It identifies understanding teachers' needs and problems as key, and how to provide useful examples for teachers that include elements they want control over. Scaling up the use of learning design tools through the education system and encouraging teacher sharing of high quality materials is also discussed.

1. Integrative group “green”

2. Central themes and questions!
- Integration of ld approaches / representations
- Impact in the real world
- Identify the need of teachers, what is the
question/problem we need to answer/solved? !
- How can we give teachers useful examples, and what
elements should those examples include?
(do they need to share and document their practice?, do
teachers want to have the control of their designs (and
consider that their designs are only "for them"?)
- An issue of the educational "system"? (incentives for
sharing/documenting? ... )
-More transparent, more effective, favors reflection?
-How do we scale up by using LD tools?

3. What we already know?
- Competence profiles for teachers (e.g., TPACK -
technological pedagogical content knowledge)
- D. patterns as an intermediate approach
- Reuse of exemplars happens locally
- A set of (proof-of-concept?) tools
- Representations at different level of IMS LD
- Experience of expert systems... (and they failed!)

4. Where should we go from here?
Grand Challenge in the ASLD
- How can we understand the value of
learning design in collaboration with
teachers?
-Encourage teachers to share their (high
quality) learning materials
(Big questions vs. small problems that we
can solve!)