The Learning Management Design Process

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This paper deals specifically with the Learning Management Design Process (LMDP) and its role in preparing teachers. This paper deals specifically with the process of Learning Design by exploring the Learning Management Design Process (LMDP) and the chief considerations that lie beneath it. The Learning Management Design Process is examined in the context of a new teacher education program - the Bachelor of Learning Management - at Central Queensland University. In 2000 Central Queensland University launched a new teacher education program-- the Bachelor of Learning Management (BLM). At the heart of the BLM concept is the notion of Learning Management which is defined as ‘the capacity to design learning programs so as to achieve intended outcomes’. Put simply, Learning Management is about strategising defined learning outcomes into tangible learning gains for learners. Its intent is to provide Learning Managers (a new age teacher construct in the BLM program) with processes that enable them to respond positively and creatively to cultural change within their discipline and so recreate what it means to be a ‘teacher’ in the 2000 epoch. The Learning Management Design Process underpins the theory of Learning Management. The Learning Management Design Process was developed to be a set of sequential design based questions that engage a ‘Learning Manager’ in a process of designing learning experiences that produce intended learning outcomes. The LMDP has two key purposes. Firstly, it acts as a ‘professional knowledge organizer’. This means the LMDP enables the Learning Manager to identify and then organize the fundamental consideration, or elements, required for the successful development and execution of learning experiences. The second purpose of the LMDP is to transition ‘teaching’ from ‘teacher centered activities’ to a more responsive ‘learner centered approaches’. The LMDP is therefore a deliberate strategy to draw the Learning Manager to the nuances of the learner and away from ‘the one-size-fits all’ approaches that are characteristic of ‘teaching’ and ‘curriculum planning’.


Keywords: Teacher Education, Learning Design
Stream: Knowledge and Knowledge Management
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Prof. David Lynch

Professor of Education, Faculty of Arts, Humanities and Education
Central Queensland University, Central Queensland University

Gold Coast, Queensland, Australia

Professor David Lynch is visiting professor at Griffith University and is currently working on teacher education program revisions at Central Queensland University as a Professor of Education. Prof Lynch began his career in education as a primary school teacher in Queensland, Australia, in the early 1980’s culminating in four principal positions during the 1990s. Prof Lynch’s research interests predominate in teacher education with particular interest in learning design. He has co-authored two recent books on Learning Management and has published numerous articles on changing teacher education.

Ref: M08P0363