Chapter 2 design languages

Chapter two – Design languages
Chapter two – Design languages.................................................................................1
Introduction..................................................................................................................1
The challenges of designing for learning....................................................................1
Design languages.........................................................................................................2
Design notation in music, architecture and chemistry..................................................6
Musical notation
Architectural notation
Chemical notation
Learning design...........................................................................................................9
Defining learning design
The origins of learning design
A spectrum of learning design languages
Origins of the Open Learning Design methodology.....................................................17
The OU Learning Design Initiative
Design-Based Research
The OULDI learning design methodology
Conclusion.................................................................................................................22

Introduction
This chapter provides a definition for the term design language and provides examples of
how it is used in other professional domains. It summarises the research on design lan-
guages and considers how this relates to the notion of a learning design language. It
provides a useful contextual background to the discussions in later chapters on the design
visual representations and associated visualisation tools, such as the CompendiumLD tool
developed as part of the OULDI work. The chapter draws in particular on Botturi and
Stubbs (2008) who provide an authoritative account of design language research.
Design is a key feature of many professions, the chapter considers design practices in
three disciplines: Music, Architecture and Chemistry and describes how design ap-
proaches have been developed in each of these. I then summarise some of the key charac-
teristics of design practice that emerge and explore the implications of these in terms of
the application of design principles to an educational context.

The challenges of designing for learning
Littlejohn and Falconer (2008: 20) argue that there are three challenges facing teachers: i)
the increasing size and diversity of the student body, ii) the increasing requirement for

quality assurance and iii) the rapid pace of technological change. Conole (2004) has ar-
gued that there is a gap between the promise and reality of the use of technology in edu-
cation and that there is little evidence that education has changed fundamentally. Much
use of technology appears to simply replicate bad classroom practice resulting in simple
web page turning (Oliver, 2000). Similarly Masterman (2008: 210) argues that the lack of
uptake of technologies is due to a number of factors: lack of awareness of the possibilit-
ies, technophobia, lack of time to explore the technology, aversion to the risks inherent in
experimentation and fear of being supplanted by the computer. Agostinho et al. (2008:
381) suggest that the uptake of the use of high-quality ICT-based learning designs in HE
has been slow. Factors include: low levels of dissemination of ICT-based learning pro-
jects, lack of ICT-based learning examples to model, lack of time, support and training.
Sawyer (2006, p. 8) argues that the impact of the significant investment in computers in
schools has been disappointing. There are few studies that show that computer use is cor-
related with improved student performance. Similarly Koedinger and Corbett (2008, p.
61) write that as new technologies have emerged many hoped that they would have a rad-
ically transformative effect on education, but in reality the impact was much less than ex-
pected.

Falconer and Littlejohn (2008: 23) argue that there are a number of challenges with repre-
senting models of practice. These include:
·Ownership of representations: different representations are effective for different
communities, and there are a number of different purposes a representation needs to
fulfil.
·There are issues around the community and purpose of representations – in terms of
being generic or a detailed sequence used for orchestration or offering inspiration to
teachers in terms of implementing them and hence changing practice.
·Designs as both a product and a process.
·The degree of granularity of the design, Littlejohn and Falconer found the most com-
mon level of granularity is around a lesson plan for one – three hours of learning.

Design languages
It is worth beginning by comparing general language use with design language. Language
is what people use for communicating information and ideas; design language is what de-
signers use to communicate design plans, and intentions to each other. Cole, Engestrom
and Vasquez (1997) argue that ‘the languages used to a great extent shapes what can and
cannot be thought and said’ (cited in Gibbons & Brewer, 2005, p. 113).
Design languages can be used to both generate designs and as a mechanism for interpret-
ing and discussing them. They are used in a range of professions, where there is a focus
on developing a specific artefact of some kind. Examples include architecture, music
composition, writing, choreography, mathematics and computer programming. With ref-
erence to the design of software systems, Winograd (Winograd, 1996) argues that design
is not a static noun, but about the activity of design. He identifies a number of important
aspects: design as a conscious process, design as dialogue with materials, design as a cre-
ative process, design as a communicative process and design as social activity. He de-

scribes design languages as ‘visual and functional languages of communication with the
people who use an artefact. A design language is like a natural language, both in its com-
municative function and in its structure as an evolving system of elements and relation-
ships among those elements’ (Winograd, 1996, p. 64).
Botturi and Stubbs demonstrate that there is a plethora of languages available to choose
from; ranging from sketch-oriented languages that facilitate the creation and representa-
tion of the grand view of a design to more formal languages that enable detailed repres-
entations of specification and/or implementation details of a design. Botturi et al. (2006,
p. 1216) define a design language as ‘a set of concepts that support structuring a design
task and conceiving solutions’. They go on to define a design language as a mental tool
that can be expressed and hence communicated through a notation system (i.e. a set of
signs and icons that allow representing a design problem or solution so that it is perceiv-
able by our senses).
Design theory refers to identifying methods (or models, techniques, strategies and heur-
istics) and when to use them. Reiguluth (in Reigeluth & Carr-chellman, 2009, p. 7) ar-
gues that design theory is different from descriptive theory, in that it is goal oriented and
normative. It identifies good methods for accomplishing goals, whereas descriptive the-
ory describes cause-effect relationships. Arguably teachers need to develop both – design
expertise through application of a design-based approach to the creation of learning inter-
ventions and descriptive expertise in terms of interpreting and understanding the learning
that takes place. The Open Learning Design methodology described in this book aims to
facilitate the development of both approaches.
Goodyear and Retalis describe the role of language generally in terms of supporting ab-
stract thought and the ability to deal with complex conceptual change. They argue that it
involves the creation and manipulation of symbolic representations of the world
(Goodyear & Retalis, 2010, p. 6).
Gibbons et al. (2008) argue that design languages are an important aspect of instructional
design. They define a design language as a ‘set of abstractions used to give structure,
properties, and texture to solutions of design problems’. Hohanson, Miller and Hooper
(2008, p. 19) suggest that a design language is ‘what designers use to communicate
designs, plans and intentions to each other and to the produces of their artifacts’, citing
Gibbons and Brewer (2005, p. 13). Rose (2001) argues that understanding visual repres-
entations is a learned skill. As I will discuss elsewhere in this book, there are a range of
new digital literacies that teachers need to acquire in order to design effective learning in-
terventions that make effective use of new technologies (Jenkins et al., 2006; Jenkins,
2009).
Visual languages serve several purposes: i) to communicate a message through a visual or
functional language, ii) to provide a synthetic idea, image or metaphor of complex ideas
and iii) to create a grammar or produce meaning for its use. Gibbons et al. (2008) argue
that design languages: i) encourage disciplined design practice, ii) give organisation to
the growth of design fields, iii) helps give historical context to evolving design fields and
v) connect practices of a design field to theoretical concepts.

Botturi et al. (2006) argue that educational modelling languages have emerged as concep-
tual tools to help designers deal with the increasing complexity of designing for learning
making effective use of new technologies and pedagogies. They argue that they enable
the development of reflective practice and potentially enhance a more thorough under-
standing and reuse of e-learning. Derntl et al. (2010) suggest that a shared design lan-
guage is one mechanism for dealing with design complexity and the requirements of
communication in interdisciplinary design teams. They argue that designing for learning
needs both ‘beauty’ and ‘precision’; and show how different design languages can be
used to present these. They state that ‘We are in no way suggesting that beauty and preci-
sion are in opposition to one another, nor even that they are mutually exclusive concerns.
We make the distinction merely to further stress the competing demands on instructional
designers for maintaining a grand view of the learning experience while also addressing
the myriad details of an effective end product.’
Stubbs and Gibbons (2008, p. 35) suggests that visual representations serve two purposes
in design: i) they can be used during design as part of the design process to represent
some aspect of instruction before it had to be produced or represented, this may be in the
form of storyboards or flow charts and ii) they can be part of the content that is being pro-
duced. They also argue that design drawing can aid the designer by reducing cognitive
load during the design process and because design sketched are an external representa-
tion, they augment memory and support informational processing. They also suggest that
another view of drawing is similar to Vygotsky’s description of the relationship of lan-
guage to thought (Vygotsky, 1978). Substituting drawing for words, Vygotky says:
‘Thought is not merely expressed in (drawings), it comes into existence through them.’
Languages in general provide advantages that are particularly useful in design. Firstly,
they allow thought to be communicated so that good ideas don’t get lost. Secondly, they
provide a focus of attention that permits higher-power processing and anchoring of
thought. Thirdly, they provide the ability to question and judge the value of the thought –
to construct thoughts about thought. Jackendoff (1996) suggests that there are two stages
to the design process: i) sketches to try ideas out and ii) as design progresses the drawings
become more formal, more governed by rules and conventions.
Massironi (2002) has produced a taxonomy of graphic productions, which categorises
design drawings by their form and purpose. He distinguishes between representational
(physical reality) and non-representational (abstract concepts) drawings. Botturi (2008, p.
112) identifies two types of languages: i) finalist communicative languages, which serve
the purpose of representing a complete instructional design for communicating it to oth-
ers for implementation, reuse or simply archival and ii) representative, which help de-
signers think about the instruction they are designing and support its creation. The ability
to express an idea allows people to better analyse and understand it and to make better
design decisions. In contrast, McKim categorises abstract graphic languages into seven
types: Venn diagrams, organisation charts, flow charts, link-node diagrams, bar charts and
graphs, schematic diagrams and pattern languages, (McKim, 1980), whereas Laseau
(1986) categorises them into four main types: bubble diagrams, area diagrams, matrices
and networks.

Design languages exist along a range of continua. Gibbons and Brewer (cited in Gibbons,
et al., 2008) describe several dimensions of design language variation: i) complexity-sim-
plicity, ii) precision-nonprecision, iii) formality-informality, iv) personalisation-shared-
ness, v) implicitness-explicitness, vi) standardisation-non-strandardisation, and vii) com-
putability-non-computability.
Boling and Smith (2008) describe the range of mediating artefacts that are used to sup-
port design both as process and product. The way in which we are using the mediating
artefacts in the design process is described elsewhere (Conole, 2008) and will be dis-
cussed in more detail later in the book. Boling and Smith highlight the importance of
sketching and consider the interplay between the two modes of metal representation re-
quired for sketching – propositional (largely symbolic) and analogue (quasi-pictorial, spa-
tially depictive). They reference Goldschmidt (1991) who argues that there is an oscilla-
tion between propositional thinking and descriptive thinking during the process of design.
Botturi et al. (2006) described a number of commonly used design languages. A selection
of some of the most commonly used languages is provided here. The intention is not to
be comprehensive but to give an illustration of the different kinds of design languages
that have been developed and to describe how they are used for different purposes and
different kinds of users, ranging from computer runnable formal languages through to
languages that are aimed at practitioners.
Gibbons and Brewer (2005, p. 121) argue that once a notational system is established it
can become: i) a tool for remembering designs, ii) a structured problem-solving work
space in which designs can take form and be shared, and iii) a kind of laboratory tool for
sharpening and multiplying abstract design language categories. Indeed in the examples
cited above it is evident that there is a complex evolution of design languages and associ-
ated notations, and that this evolution is closely tied to the nature of the subject domain
and what is of particular importance to foreground and emphasise. So for Music it is en-
suring the accurate representations of the sounds in time, for Architecture it is seeing the
ways in which the different components connect and how they look overall and in Chem-
istry it is about foregrounding the associated chemical properties and patterns of beha-
viour of the atoms and molecules.
Gibbons and Brewer (2005, p. 115) list a set of dimensions of design languages. The first
is complexity, namely that design are merely partial representation of much more com-
plex, and multifaceted ideas in our minds. The second is precision, there is a tension
between the natural, fuzzy nature of real practice and tightly defined specification. This
tension is very evident in an educational context as described later, in particular in the
specification of formal technical learning designs that can be translated into machine-
readable code and fuzzy, practice-based designs. The third is formality and standardisa-
tion, which refers to the importance of ensuring that terms used mean the same to all
users. The fourth is the tension between personally created designs and those that are
shared with others. Designs only become public or sharable through negotiation and in-
teraction with others. Designs should never be seen as static artefacts and are always dy-
namic and co-constructed in context. The fifth is the tension between implicit, individual
designs to those that are completely explicit with clearly defined terms and rules. Again
this is a crucial issue in an educational context, where traditional teaching practice has

been implicit and designs fuzzy. Shifting to more explicit and sharable designs requires a
change of mindset and practice. Related to this are issues around standardisation vs. non-
standardisation. In terms of these points, there is a tension with designs in terms of how
much they focus on precise presentation, specification and how much on the more aes-
thetic, visionary aspects of the design. Derntl et al. (Derntl, Parish, & Botturi, 2008) con-
sider this in an instructional design context, arguing that
‘On the one hand, solutions should be creative, effective and flexible; on the other hand,
developers and instructors need precise guidance and details on what to do during devel-
opment and implementation. Communication of and about designs is supported by design
languages, some of which are conceptual and textual, and others more formal and visual.’
They present a case study where both a creative solution (‘beauty’) and clear-cut details
(‘precision’) are sought. Finally there are issues around computability. Some languages
are so formalised and precise that they can be converted into machine runnable code.
Gibbons and Brewer (2005, p. 118) go on to argue that designs can be shared in two
ways: i) by a description that relies on natural language or ii) through a specialised nota-
tion system that uses figures, drawings, models or other standard symbolic representa-
tions to express the elements and relationship of the design.
Designs have a number of components. Firstly the context in which the design is created
and used; i.e. a design carries with it a socio-cultural element – the background and con-
text, both of the individual and the educational setting. Secondly the inherent beliefs of
the designer; i.e. a design carries with it intentions, aspirations and beliefs. In a learning
content this is the designer’s believes about what should be learnt and how it should be
achieved. Donald et al. (Donald, Blake, Girault, Datt, & Ramsay, 2009) see this inherent
belief basis of teaching practice as a vital tool for unlocking and shifting practice. They
have developed a learning design system, HEART (HEaring And Realising Teaching-
voice), which aims to support teachers learning design practice by eliciting and depicting
the pedagogical beliefs underpinning a learning design or a resource. In an educational
context our implicit designs are based on a mix of theoretical concepts, prior examples,
personal ideals and idiosyncratic opinions. Finally, designs should encourage reflection
and should support iterative redesign and reuse.

Design notation in music, architecture and
chemistry
I now want to turn to some examples of how design languages are used in other profes-
sions. I will consider three examples – the development of musical notation, architectural
designs and design in Chemistry.
Musical notation
Musical notation captures abstract musical designs in the form of graphical, textual and
symbolic representations. It is precise enough that a piece of music written by a composer
from 300 or 400 hundred years ago can be accurately replayed. Early musical notations
can be traced back to 2000 BC, but the standard notation used today is a relatively recent
phenomenon, before its development, music had to be sung from memory. This severely

limited the extent and reach of music, as well as resulting in a loss of fidelity of the ori-
ginal music as they were transferred from person to person memorising them. Musical
notation went through a range of forms before settling on the notations we use today
(Figure 1). The notation includes a complex set of instructions about not just the notes to
be played and their sequence, but the timing, intonation and even some of the emotion
embodied in the music.

Figure 1: Music notation1
Architectural notation
Architectural notation helps articulate and share an Architect’s origin vision behind the
development of a building and make that explicit and sharable with others involved in the
design and development of the building. For example Figure 2 shows some modern archi-
tecture in Valencia. The building manages to convey both functionality with emotion and
an element of organic form. The creation of this will have involved a complex range of
design representations; from the initial vision/intent of the Architect through to actual cre-
ation of the building. Buildings are complex and 3-dimensional. Design decisions have to
cover a range of factors, such as the layout of the building, the relationship between the
different components, the types of materials, the nature of the surrounding situation of the
site. Different designs are therefore needed to relate certain elements of the design to each
other while ignoring others, and these allow the designer to see their creation from differ-
ent perspectives. 3-D visual representations are often annotated with text and supplemen-
ted by tables of data. In recent years design representations in Architecture have being
computerised with the emergence of sophisticated Computer Assisted Design tools. Argu-
ably use of these CAD tools has influenced the practice of design, in addition to facilitat-
ing more effective sharing of designs.

1 Source: http://www.flickr.com/photos/anyaka/21848267/

Figure 2: An example of modern architecture in Valencia
Chemical notation
Chemists use a number of design representations, from chemical symbols for individual
atoms, through various visual representations for displaying molecules and chemical
equations for the design of chemical synthesis and for explanation of particular chemical
properties (Figure 3). As with Music and Architecture the design representations that
have been developed closely mapped to the discipline itself and the key focus of interest.
So Chemistry is fundamentally concerned with the properties and chemical behaviours of
individual atoms and how these can combine in different ways to create molecules with
different properties. 2-D representations are common (for example chemical equations)
but 3-D representations are also useful and particularly valuable when looking at large
molecules with complex typologies. As in architecture a number of computer-based tools
have now been developed to enable drawing and manipulation of molecules. These can in
some instances be based on real data, such as individual atomic coordinates of individual
atoms and so are also powerful modelling tools as well.

Figure 3: Chemistry notations2

Learning design
This section describes the emergence of learning design as a research field. This is an im-
portant and vibrant research field and there have been a number of edited collections in
the last few years (Beetham & Sharpe, 2007; Lockyer, Bennett, Agostinho, & Harper,
2008). One of the main drivers for the emergence of learning design as a research field is
arguably that teachers are now presented with many choices in how they can design and
deliver their courses (Agostinho, 2008). They are confused by the plethora of technolo-
gies and different pedagogical approaches they can adopt. Furthermore, teachers often
struggle with implementing theory into practice (Fang, 1996). Kelly et al. argue that
‘modern educational interventions must respond to new scientific knowledge emerging
from technology-infused, internet-intensive, highly social, networked science’ (Kelly,
Baek, Lesh, & Banna-Ritland, 2008, p. 3).

Learning design as an approach aligns with a number of related research work, in particu-
lar research on pedagogical patterns (Goodyear & Retalis, 2010) and Open Educational
Resources (Iiyoshi & Kumar, 2008). The Iiyoshi and Kumar book provides an overview
of the open content and knowledge movement, of which Open Education Resources re-
search is one aspect. I will provide an overview of these and will attempt to show how
these areas are related to but also distinct from learning design. I intend to make a more
explicit connection between the area of learning design, pedagogical patterns and Open
Educational Resources. With colleagues I have recently submitted a chapter to a new
edited collection on CSCL pedagogical patterns (Conole, McAndrew, & Dimitriadis,
2010), which describes initial work in this area. This has been submitted to a book edited
by F. Pozzi and D. Persico “Techniques for Fostering Collaboration in Online Learning

2 Sources: http://www.flickr.com/photos/8272941@N07/498827420/ and http://www.flickr.-
com/photos/chemheritage/3984920162/

Communities: Theoretical and Practical Perspectives".3 The Goodyear and Retalis book
provides a useful edited collection of current research in the field of pedagogical patterns.
In this book, I have a chapter, which begins to align the learning design and pedagogical
patterns research, through the description of a learning activity as both a visual learning
design representation and as a pedagogical pattern. The work also aligns with related re-
search in instructional design and learning sciences (Reigeluth & Carr-chellman, 2009;
Sawyer, 2006; Spector, 2008) for example.
Design is arguably the most important aspect of learning and teaching; effective design
enables teachers to make informed use of technologies and incorporation of innovative
pedagogies approaches, which can meet the challenges of a complex modern educational
context. However, design is complex and teachers need support and guidance to effect-
ively incorporate new technologies, to think differently, to change their practice. This
book outlines a means of achieving this, along with practical tools and methods. All of
the tools and methods described are freely available. The book will also help clarify the
relationship between learning design and related fields. It will provide an opportunity to
align learning design research with pedagogical patterns and OER research.
Defining learning design
Learning design as a research field has emerged in the last ten years or so, primarily driv-
en to date by researchers in Europe and Australia. Before describing the methodology we
have developed at the Open University, I will provide a brief overview of the develop-
ment of the field and some of the key features/milestones. The learning design research
work has developed in response to a perceived gap between the potential of technologies
in terms of their use to support learning and their actual use in practice (Conole, 2004;
Herrington et al., 2005; Bennett et al., 2007). Much of the learning design research is
concerned with mechanisms for articulating and sharing practice, and in particular the
ways in which designs can be represented. Lockyer et al. (2008) and Beetham and Sharpe
(2007) have produced edited collections on work in this area. A closely related body of
work to learning design is research into the development and use of Pedagogical Patterns.
Derived from Alexander’s work in Architecture, Pedagogical Patterns is an approach to
developing structured case studies of good practice (See for example Goodyear, 2005 for
an outline of the field).

Learning design has developed as a means of helping teachers make informed choices in
terms of create pedagogically effective learning interventions that make effective use of
new technologies. Learning design representations enable teachers to document, model
and share teaching practice. Learning design also encompasses both the process of
designing learning experiences, as well as the product i.e. outcome or artefact of the
design process.
A learning design can represent different levels of granularity – from a whole course
down to an individual learning activity. In addition it can be a formal representation,
which is computer runnable or simply a semi-formal way of describing the learning inter-
vention.

3 See http://www.itd.cnr.it/page.php?ID=IGG_CSCL

Goodyear and Yang (2008: 167) use the related term educational design, which they
define as ‘the set of practices involved in constructing representations of how to support
learning in particular cases or the set of practices involved in constructing representations
of how people should be helped to learn specific circumstances’ (Goodyear & Retalis,
2010, p. 10). They argue that ‘educational design takes time, it rarely starts with a clear
complete conception of what is desired’. The process of iterative clarification of the
nature of the problem and its solution involves complex thought. Goodyear (2005) also
further elaborates on the definition of educational design as ‘the set of practices involved
in constructing representations of how to support learning in particular cases’. This dis-
tinguishes design from development - the practices of turning these representations into
real support for learning (materials, task specifications, tools, etc). It distinguishes design
for particular educational applications from the broad consideration of learning in gener-
al. It focuses on practice rather than theory, while recognising that practice embodies ex-
periential and theoretical knowledge’. Goodyear identifies three aspects to educational
design. The first is the design of good learning tasks. The second is the design and man-
agement of the learning environment. The third is focuses on the social aspects of learn-
ing. Goodyear and Retalis argue that good design is hard and takes time, it involves the
design of good tasks, but also the design of supportive learning environments. Design
works indirectly, learners have the ability to adapt, customise and invent. Design works at
various levels, from the detailed functionality of a tool right up to institution-wide infra-
structure.
Beetham and Sharpe prefer the term ‘designing for learning’, which they define as ‘the
process by which teachers – and others involved in the support of learning – arrive at a
plan or structure or design for a learning situation’ (Beetham & Sharpe, 2007, p. 7). Like
Goodyear and Yang, they believe that learning can never be wholly designed, only de-
signed for (i.e. planned in advance) with an awareness of the contingent nature of learn-
ing as it actually takes place. Beetham (2007, p. 28) defines a learning activity as ‘a spe-
cific interaction of learner(s) with other(s) using specific tools and resources, orientated
towards specific outcomes’ (Figure 1).4 Within this context a learning outcome is intend-
ed to lead to some identifiable change that is anticipated in the learner. Beetham argues
that because a learning activity emerges as the learner engages in a task, the elements
identified here are in practice highly interdependent and can only finally be defined when
the activity is completed.

4 Derived from Beetham and Sharpe (2007, pg. 29)

Figure 1: The components involved in a learning activity
Chatteur et al. quote Neal and Miller (2005) arguing that e-learning design is a careful
balancing act between pedagogy and technology; often at the expense of pedagogy
(Chatteur, Carvalho, & Dong, 2010, p. 183). They go on to argue that designing e-learn-
ing is a particularly complex task and quote Rittel and Webber (1973) arguing that design
can be described as a ‘wicked’ problem (Chatteur, et al., 2010, p. 184).

The origins of learning design
The origins of the term learning design can be traced back to work at the OUNL in the
Netherlands in terms of the development of a Learning Design specification, which sub-
sequently translated into the IMS LD specification (see http://www.imsglobal.org/learn-
ingdesign/). From a review of learning theories an Educational Modelling Language was
developed (Koper and Manderveld, 2004) and from this a Learning Design specification
was derived (see for example Koper and Oliver, 2004). Focusing very much at the tech-
nical level, it was claimed that the LD specification was pedagogically neutral and could
be used to describe any learning interventions. The specification was based on a theatrical
metaphor, describing the roles of those involved in the intervention (learners, teachers,
etc.), the environment in which it occurred and the tools and resources involved. Inherent
in the approach was the assumption that educational practice can be represented in a
design description, i.e. that underlying design ideas and principles can be captured in an
explicit representation. In addition, the design of a course is driven by ‘pedagogical mod-
els’ that capture the teacher’s beliefs and is a set of rules that prescribe how leaning can

be achieved in a particular context. Koper and Oliver (2004: 98) define ‘Learning Design’
as ‘an application of a pedagogical model for a specific learning objective, target group
and a specific context or knowledge domain’. It specifies the teaching-learning process. A
number of tools have since been created to run IMS LD specifications, but the work has
not had a fundamental impact on changing teacher practice, focusing more on the tech-
nical description and running of the designs.

Since then others have appropriated it in a much broader sense, shifting to the notion of
'designing for learning'. Cross and Conole (2008) provide a simple overview of the field.
The focus of the research is both to better understand and represent design processes,
along with developing tools and methods to help practitioners create better designs. A
number of benefits of adopting a more formal and rigorous approach to design have been
identified (Conole, 2009). In terms of the OULDI research work, we define learning
design as:
A methodology for enabling teachers/designers to make more informed decisions
in how they go about designing, which is pedagogically informed and makes ef-
fective use of appropriate resources and technologies. This includes the design of
resources and individual learning activities right up to whole curriculum level
design. A key principle is to help make the design process more explicit and
shareable. Learning design as an area of research and development includes both
gathering empirical evidence to better understand the design process as well as the
development of a range of resource, tools and activities.

In parallel, work in Australia embraced a broader notion of the term ‘learning design’,
which was located more at the level of practice than technical specification. The AUTC
Learning Design project5aimed to capture a range of pedagogical models as learning
design case studies with the intention that these could then be used by teachers to guide
their practice and enable greater sharing and reuse of designs (Oliver, et al., 2002, AUTC,
nd, Agostinho, 2008).

The work was based on a framework for describing learning designs developed by Oliver
and Harrington (Oliver, 1999, Oliver and Harrington, 2001). This was based on three crit-
ical elements: learning tasks, learning resources and learning support. The intention was
that thinking about and making explicit each of these elements helped to both guide the
design process and make it explicit and hence shareable. The approach was used to rep-
resent a range of learning designs across different pedagogical models, such as role play,
problem-based learning, concept-based learning and collaboration. The AUTC LD project
produced detailed guidelines on each of the design case studies they captured, represent-
ing these visually using an updated version of the design representation developed by
Oliver and Harrington, along with detailed descriptions on how the design was produced
and how it can be used. A number of studies have been conducted exploring how the
AUTC designs are actually used by teachers.

Buzza et al. (2004) focussed on the ‘Predict, Observe, Explain’ design with four teachers
and two instructional designers. Overall the participants recognised the value of the

5 http://www.learningdesigns.uow.edu.au/

designs and how they might be used, although the researchers concluded that widespread
adoption of the IMS Learning Design specification would not be possible until a con-
trolled vocabulary can be agreed upon for use in cataloguing and searching for learning
designs. Agostinho et al. (2009) explored to what extent the AUTC designs were effective
learning design descriptions, i.e. how they could provide adequate information that can
be easily understood in terms of content and thus potentially reused by a teacher in their
particular educational context. Their findings were that there are three important features
of an effective learning design description: i) a clear description of the pedagogical
design, ii) some form of ‘quality’ rating, and iii) guidance/advice on how the design could
be reused.

In the UK the Joint Information Systems Committee (JISC) funded a series of projects
under the ‘Design for Learning programme’ (See Beetham, 2008 for a review of the pro-
gramme and the lessons learnt). The term ‘design for learning’ was used rather than learn-
ing design to indicate a broader scope and a more holistic approach, although I would ar-
gue that the way in which I define learning design in this book is synonymous with this
broader perspective. Design for learning was defined as ‘a set of practices carried out by
learning professionals… defined as designing, planning and orchestrating learning activ-
ities which involve the use of technology, as part of a learning session or programme’
(Beetham, 2008: 3).

The programme included a review of e-learning pedagogical models, which classified
learning theories into three main types: associative, constructive and situative (Mayes and
DeFreitas, 2005). The Mod4L project explored what different types of design presenta-
tions were being used by practitioners and concluded that de-contextualised designs or
patterns could not in practice form the basis of a generic design typology, in which a fi-
nite number of educationally meaningful intentions could be discerned (Falconer, et al.
2007).

The programme also supported the development of two pedagogical planner tools,
Phoebe (Masterman, 2008) and the London Pedagogical Planner (these are discussed in
chapter fourteen). The programme divided the design lifecycle into four parts: design, in-
stantiation, realisation and review. The granularity of the designs ranged from the design
of learning objects or short learning activities up to broader sessions or whole
courses/curricula. Some of the key lessons derived from the programme included the fol-
lowing. Design practices are varied, depending on individuals, subject differences and
local cultures. Design tools are rarely perceived as pedagogically neutral and most are not
considered flexible enough to match real practice. There were mixed views on what were
the most appropriate ways of representing and sharing designs – some wanted rich, nar-
rative representations, others wanted bite-sized representations that could be easily re-
used.

A spectrum of learning design languages
Agostinho (2008: 14) reviewed six commonly used learning design languages categor-
ising them as follows:
1.Pedagogical models – academic literature

2.Generic learning designs – patterns and generic LDVS
3.Contextulaised learning design instantiations – LDVS, LDLite and E2ML
4.Executable runnable versions – IMS LD, LAMS
Harper and Oliver (2008: 228) developed a taxonomy for learning designs arising out of
the AUTC Learning Design project6 which gathered over 50 exemplar learning designs.
The AUTC designs were categorised into five types of design: collaborative designs,
concept/procedure designs, problem-based learning designs, project/case study designs
and role-play designs. The AUTC Learning Design project drew heavily on the work of
Oliver and Herrington (2001), who described the three key aspects of a design as: the
content or resources the learners interact with, the tasks or activities that the learners are
required to perform and the support mechanisms provided to assist learners in engaging
with the tasks and resources. Harper and Oliver argue that there has been little work to
provide a means to classify and categorise learning designs. The designs were evaluated
using an adapted version of the framework developed by Boud and Prosser (2002):
learner engagement, acknowledgement of the learning context, learner challenge and the
provision of practice. And they identified the following four types of learning design:
1.Rule focus – based on the application of rules
2.Incident focus – based on incidents and events
3.Strategy focus – that require strategic thinking, planning and activity
4.Role focus – where the learning outcomes are based on learners’ performance and
personal experiences.

A design language of particular importance is IMS Learning Design (IMS/LD) (Koper &
Tattersall, 2005), which is based on the Educational Modelling Language developed by
OUNL IMS/LD represents a learning design, referred to as a 'unit of learning', which is a
sequence of activities described in the form of acts in a play. It is a formal computer lan-
guage that both documents the final contextualised learning design and executes the
learning design to the learner. It describes the roles and activity sequences within an en-
vironment of learning objects and services. Properties, conditions and notifications can
also be defined to further fine tune and specify the design. UML has also been adapted
for use in elearning contexts. Botturi et al. (2006) describe E2ML, which is based on
UML, as a simple design language coupled with a visual notation system consisting of
multiple interrelated diagrams. Agostinho (2008) lists three types of E2ML documents:
goal definition, action diagram and overview diagram.
At the other end of the spectrum, the AUTC project7 has developed a design language
that is much more practitioner orientated. It is based on work by Oliver and Herrington
(2001), who identified three elements associated with a learning design:


1.The tasks or activities learners are required to undertake
2.The content resources provided to help learners complete the tasks
3.The support mechanisms provided to assist learners to engage with the tasks and re-
sources.
These three elements are used to describe a learning design, as a temporal sequence, with
the tasks or activities being undertaken in the centre and the associated resources and sup-
port mechanism for each tasks or activity represented either side. These are represented
by three symbols: squares (tasks), triangles (resources) and circles (support). Agostinho et
al. (2008) argue that the AUTC visual learning design representation can be used to facil-
itate dissemination and reuse of innovative pedagogical strategies in university teaching.
Agostinho (2008) also refer to this as a Learning Design Visual Sequence (LDVS). It is
intentionally aimed at teachers as an easy to understand representation. It can be used
both to represent and share examples of good designs or help guide a teacher through the
creation of a learning design.
Another simple representation, also aimed at teachers, is LDLite (Oliver & Littlejohn,
2006), which shares many similarities with Lesson Plans that K-12 teachers are familiar
with. It is based on five aspects of a design: tutor roles, learner roles, content resources,
service resources and assessment feedback.
The MOT+ design language is based on the MISA instructional design method (Paquette,
Léonard, & Lundgren-Cayrol, 2008). It starts from the premise that building a design is
based on two fundamental questions. What knowledge do we want the learners to ac-
quire? How should the activities and resources best be organised to achieve this? It is a
graphical representation, which consists of three elements: concepts, procedures and prin-
ciples.
The Learning Activity Management System (LAMS), like IMS/LD, is a computer run-
nable design language. The main strength of the LAMS tool is that it provides a simple
visual representation of the design, based around the tools and activities that the learning
design is comprised of. It is intentionally aimed as a tool for use by practitioners and has
been used extensively by teachers across different educational sectors. The learning
design is represented as a sequence of activities visually illustrated as a flowchart. Ex-
amples of LAMS tools include typical teaching activities such as chat, question and an-
swer, and forum. However because it is designed to be runnable one of the weaknesses of
LAMS is that it focuses the design around tools, and doesn’t take account of all the other
aspects involved in a learning activity.
Although of a slightly different nature to the other design languages described above,
Pedagogical Patterns (Goodyear, 2005; Goodyear & Retalis, 2010) can also be viewed as
a form of design language. They are described elsewhere in this book but are included
here for completeness. Patterns consist of the following elements: pattern name, context
for the pattern, description of the problem to be solved, solution, examples and links to
related patterns.

Origins of the Open Learning Design method-
ology
The OU Learning Design Initiative
The OU Learning Design Initiative emerged from previous work on the development of a
learning design toolkit, DialogPlus (Fill and Conole, 2008). Like the Phoebe and the LPP
tools, DialogPlus was intended to act as a step-by-step guide to enable teachers to create
learning designs. The tool was based on an underlying taxonomy, which defined the com-
ponents of a learning activity (Conole, 2008), which was derived through a series of in-
terviews with teachers about their design practices. However, evaluation of the actual use
of such design planner tools indicated that they did not match actual design practice
closely enough. Their relatively linear and prescriptive structure did not match the creat-
ive, iterative and messy nature of actual teacher design practice.

The OU Learning Design Initiative was initiated in 2007, supported through strategic
funding from the OU and later through funding from the JISC and the EU. The intention
was to derive a more practice-focussed approach to learning design, identified from em-
pirical evidence of actual practice. This included gathering 43 case studies of the ways in
which the then new Learning Management System (LMS) (Moodle) was being used
(Wilson, 2007) and a series of interviews with teachers to articulate their actual teaching
practice (Clark and Cross, 2010). The key focus of the teacher interviews was to better
understand existing practice. The authors note in their introduction that ‘Even experi-
enced academics who have participated in a range of course production tasks find it diffi-
cult to articulate how they go about developing a “learning design” that will be trans-
formed into effective learning materials’ (Clark and Cross, 2010). The interviews fo-
cussed on five main questions: i) process: how do teachers go about designing a course?,
ii) support: how do they generate ideas?, iii) representation: how do they represent their
designs?, iv) barriers: what barriers do they encounter?, v) evaluation: how do they evalu-
ate the effectiveness of the design?

A range of approaches to design was evident, including gathering of resources, brain-
storming, listing concepts and skills, creating week-by-week plans, etc. On the whole
these were paper-based and primarily text-based. There was little evidence of use of al-
ternative, more visual representations or visual software tools. Interviewees wanted help
with understanding how to integrate ICT-based activities into courses. Face-to-face work-
shops and meetings were favoured over online support as they were felt to be the most ef-
fective way of thinking about, and absorbing, new ideas and ways of working. Case stud-
ies interestingly were considered to be too demanding in time and effort, interviewees
wanted just-in-time support to specific queries. The most effective form of support was
considered to be sharing of experience with peers. A variety of representations were men-
tioned from simple textual representations or lists through to more complex and connect-
ed mindmaps. The interviewees listed a variety of purposes for the representations, in-
cluding communicating personal vision, capturing or sharing ideas, comparing with oth-
ers, viewing the course at different levels and mapping content to learning outcomes. Bar-
riers included concerns about a lack of experience of creating online activities and a lack
of successful examples and an OU-specific issue in terms of the difficulty of melding to-

gether the innovative (and often idiosyncratic) ideas of course creators with the needs of a
production system delivering the OU’s size and range of learning materials and services.
A range of mechanisms was cited in terms of evaluation approaches. These included
feedback from students and tutors, comments from critical readers, peer course team cri-
tiques and comments from external examiners.
This empirical work provided a sound basis for the development of our approach. Our
initial focus centered on the following questions:

·How can we gather and represent practice (and in particular innovative practice) (capture
and represent practice)?
·How can we provide ‘scaffolds’ or support for staff in creating learning activities that draws
on good practice, making effective use of tools and ogies (support learning design)? (Conole,
2009).

We have identified six reasons why adopting a learning design approach might be benefi-
cial:
1.It can act as a means of eliciting designs from academics in a format that can be tested and
reviewed with developers, i.e. a common vocabulary and understanding of learning activities.
2.It provides a means by which designs can be reused, as opposed to just sharing content.
3.It can guide individuals through the process of creating learning interventions.
4.It creates an audit trail of academic design decisions.
5.It can highlight policy implications for staff development, resource allocation, quality, etc.
6.It aids learners in complex activities by guiding them through the activity sequence.

These map closely with the benefits of adopting a design-based approach outlined by
Gibbons and Brewer (2005). They argue that the benefits include: improving the rate of
progress (in the creation of designs), influencing the designer conceptions through mak-
ing the design process explicit, helping to improve design processes, improvements in
design and development tools, and bringing design and production closed together. Fun-
damentally, I would agree with their assertion that it opens up new ways of thinking
about designs and designing.

We see ‘learning design’ as an all encompassing term to cover the process, representation,
sharing and evaluation of designs from lower level activities right up to whole curriculum
level designs. In previous work (Conole and Jones, 2009) we identify three levels of
design: micro, meso and macro, drawing on Bielaczyc (2006) and Jones (2007). In our
terms, the micro-level refers to learning activities (typically a few hours worth of
activity), the meso-level to aggregations of activities or blocks of activities (weeks or
months worth of activity) and the macro-level to whole curriculum designs. As part of
their Curriculum Design programme the Joint Information Systems Committee (JISC)
provide the following definition in terms of curriculum (JISC, nd):
‘Curriculum design’ is generally understood as a high-level process defining the
learning to take place within a specific programme of study, leading to specific
unit(s) of credit or qualification. The curriculum design process leads to the pro-
duction of core programme/module documents such as a course/module descrip-
tion, validation documents, prospectus entry, and course handbook. This process

involves consideration of resource allocation, marketing of the course, and
learners’ final outcomes and destinations, as well as general learning and teaching
approaches and requirements. It could be said to answer the questions ‘What
needs to be learned?’, ‘What resources will this require?’, and 'How will this be
assessed?'

We were interested in a number of research questions in particular. Can we develop a
range of tools and support mechanisms to help teachers design learning activities more
effectively? Can we agree a shared language/vocabulary for learning design, which is
consistent and rigorous, but not too time consuming to use? How can we provide support
and guidance on the creation of learning interventions? What is the right balance of
providing detailed, real, case studies, which specify the detail of the design, compared
with more abstract design representations that simply highlight the main features of the
design? How can we develop a sustainable, community of reflective practitioners who
share and discuss their learning and teaching ideas and designs?

Design-Based Research
The next section describes the OULDI methodology, which is based on Design-Based
Research (DBR) this section provides a brief overview of Design-Based Research. This
section draws in particular on Barab (2006) and Kelly et al. (2008). Barab provides a use-
ful overview of Design-Based Research (Barab, 2006, p. 155). He argues that the value of
Design-Based Research (DBR) is that it offers a methodology for dealing with the com-
plexity of real learning contexts by ‘iteratively changing the learning environment over
time – collecting evidence of the effect of these variations and feeling it recursively into
future designs’ (citing Brown, 1992; Collins, 1992). He argues that cognition, ‘rather than
being a disembodied process occurring in the confines of the mind, is a distributed pro-
cess spread out across the knower, the environment, and even then meaning of the activi-
ty’ (citing Salomon, 1993). Barab suggest that DBR can yield rich insights into the com-
plex dynamics whereby theories become contextualised. He lists the following as mecha-
nisms for making DBR effective:
1.Make assumptions and theoretical bases that underlie the work explicit
2.Collect multiple types of theoretically relevant data
3.Conduct ongoing data analysis in relation to theory
4.Invite multiple voices to critique theory and design
5.Have multiple accountability structures
6.Engage in dialectic among theory, design and extant literature.
He argues that DBR has the following characteristics: design, theory, and problem in the
context of a naturalistic setting, involving multiple iterations or progressive refinement
(Figure 1).

Figure 1: The interactive nature of Design-Based Research

Kelly et al. (2008, p. 5) suggests that DBR foregrounds ‘the fluid, empathetic, dynamic,
environment-responsive, future-orientated and solution-focused nature of design’.
The OULDI learning design methodology
We are adopting a design-based research (DBR) approach; starting with a stated problem
we were trying to address, a proposed solution and then an iterative cycle of develop-
ments and evaluation. Design-based research has emerged in recent years as an approach
for studying learning in context through systematic design and study of instructional
strategies and tools (Brown, 1992; Collins, 1992 cited in Design-Based Research Collect-
ive, 2003). Wang and Hannafin (2005:5-6) define it as ‘a systematic, but flexible method-
ology aimed to improve educational practice through iterative analysis design, develop-
ment and implementation, based on collaboration between researchers and practitioners
in real-world settings, and leading to contextually-sensitive design principles and theor-
ies’. Reigeluth and An (2009:378-379) articulate the following set of characteristics of
DBR:
1.It is driven by theory and prior research. In our work, as described above we are building on
the substantive body of prior research on instructional design, learning sciences, learning ob-
jects/Open Educational Resources and more recently learning design. The approach we adopt
is socio-cultural in nature, with a focus on the design and use of a range of mediating artefacts
involved in teaching-learning processes (See Conole, 2008 for a more detail account of this).

2.It is pragmatic. Our aim is to develop tools and resources which are useful in actual prac-
tice, by practitioners to address real educational challenges. Our intention is to be theory-driv-
en, but pragmatic, recognising the complex, messy and often craft-based nature of teaching
practice.
3.It is collaborative. We see working in close connection with end users as a vital part of our
approach. Our initial interviews with teachers confirmed our view that teaching practice is
complex and situated. Changing practice will only occur through close working with and un-
derstanding of practitioners’ needs.
4.It is contextual. Our vision is to change actual practice, to achieve this it is important that
the development activities occur in real, authentic contexts.
5.It is integrative. Wang and Hannifin (2005: 10) state that ‘DBR uses a variety of research
methods that vary as new needs and issues emerge and the focus of the research evolves’. We
have adopted a mixed-method approach to evaluating our developments, matching the meth-
ods we use to the specific sub-research questions and the context that we are focusing on.
6.It is iterative. Our approach consists of an interactive cycle of identification of problems to
be addressed, suggestion of proposed solutions, development, use, evaluation and refinement.
7.It is adaptive and flexible. Because our work is closely tied to actual practice, we need to
ensure that the approach we are adopting is agile in nature, so that we can adapt based on
evidence from changing practice.
8.It seeks generalisation. In addition to the practical, pragmatic nature of our work, we are
also attempting to develop a coherent underlying learning design framework of concepts and
approaches.

In essence we are focusing on three aspects of design: i) the development of a range of
conceptual tools to guide the design process and provide a means of representing (and
hence sharing) designs, ii) the development of visual tools to render some of the concep-
tual tools and enable practitioners to manipulate their designs and share them digitally
with others, iii) the development of collaborative tools – both in terms of structures for
face-to-face events such as workshops and use of digital tools to foster communication
and sharing. For each aspect we have now developed a set of tools, resources and activit-
ies and over the last two years we have been trialling these in a range of settings, both
with the OU and also externally with a number of partner institutions and through demon-
strations and workshops at conferences. It would be impossible in the scope of this paper
to describe all the tools, resources and activities in detail; hence a selection will be de-
scribed to give an overall view of the work to date. An evolving online learning design
toolkit is being developed which includes our current set of tools, resources and activities
(http://cloudworks.ac.uk/cloudscape/view/1882). In addition a learning activity taxonomy
has been developed (Conole, 2008) and more recently a Learning Design taxonomy
which provides a map of the domain, the key concepts and where individual tools, re-
sources and activities fit (Conole, 2010a).

OULDI aims to bridge the gap between the potential and actual use of technologies out-
lined in the introduction, through the development of a set of tools, methods and ap-
proaches to learning design, which enables teachers to making better use of technologies
that are pedagogically informed. Conole (2009) provides a reflection on the origins of
OULDI and the benefits of adopting this approach. The aim is to provide a design-based

approach to the creation and support of learning and teaching, and to encourage a shift
away from the traditional implicit, belief-based approaches to design-based, explicit ap-
proaches. This will encourage sharing and reflection. The tools and resources are de-
signed to help guide decision-making. The work is underpinned by an ongoing pro-
gramme of empirical evidence which aims to gain a better understanding of the design
process and associated barriers and enablers, as well as an ongoing evaluation of the
tools, methods and approaches we are developing and using and in particular to what ex-
tent they are effective. There are three main aspects to the work we are doing:
1.Conceptualisation – the development of a range of conceptual tools to help guide the
design decision-making process and to provide a shared language to enable comparisons
to be made between different designs.
2.Representation – identification of different types of design representation and use of a
range of tools to help visualise and represent designs.
3.Collaboration – mechanisms to encourage the sharing and discussing of learning and
teaching ideas.

Conclusion
This chapter has focussed on the range of design languages that can be used to guide and
represent learning designs. It has provided a rationale for the value of design languages
and their uses. It has described a range of design languages as a means of illustrated their
variety and the ways in which they can be used for different purposes and end users.
Some are available as computer tools, whilst others are simply conceptual in nature.
Design languages help making the design practice more explicit and hence shareable.
They provide practitioners with scaffolded guidance on the design process and promote
critical thinking and reflection. By externalising the design a teacher is better able to get
an overview of the whole design and hence be able to see how the different elements of
the design are connected and also to identify potential gaps or weaknesses in the design.
Later in the book I will show how we have developed a range of design representations to
foreground different aspects of the design process and will describe how these representa-
tions can be used. I will illustrate how these designs are being used by teachers and show
how we have contextualised them in a range of different types of activities and work-
shops. In addition I will describe a learning design tool that we have developed, Compen-
diumLD that enables teachers to create and share designs. I will also describe the social
networking tool, Cloudworks (http://cloudworks.ac.uk) that we have developed which
acts as a space for teachers to share and discuss learning and teaching ideas and also de-
scribe the types of user behaviour that are emerging in the site.

Chapter 2 design languages

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Chapter 2 design languages