The document discusses theoretical frameworks and representations for instructional model design and learning design. It addresses problems with why instructional model design learning has not been widely adopted in real practice, including it being too technical and disconnected from the realities of teaching. It also discusses potential solutions such as providing more teacher training and support, developing design expertise, better representing teaching practice, and designing instruction with different levels of granularity and learner autonomy in mind.

1. Theoretical
frameworks and
representations
Feedback - Gráinne, Marcelo and Gemma
13th October, ASLD workshop, London

2. Themes
• PROBLEMS and REASONS
• Why hasn’t IMD LD worked?, not real perceived need, too
technical, disconnected the real practice, lack of visual tools
• Methodology and evaluation. ADDIE does not translate into
LD- DBR better responds to LD (practice must be taken into
account for any solution)

3. • SOLUTIONS
• Support and training: what king of teacher training? Not
limited to “courses”. Tools needed for training. A “believe”
LD approach. How we share practice.
• How to develop design expertise: ZPI, early adopters and
techies. Design is part of teaching practice, teachers learn
from practice and from others.
• Represent practice (IMD LD not familiar to teachers).
• How learning design can be represented. How can we use
representation to support teachers design. Pedagogical
patterns and pedagogical planners.
• Designing in different context.
• To what extent design taking into account the need for
learner autonomy. LD granularity and avoiding
“overscripting”.