Sunday, January 6, 2008

Paper on Learning Design Published in Kybernetes

"Don't have the inclination to look back on any mistake" - Bob Dylan

Ranulph Glanville has just edited a special issue of Kybernetes: The International Journal of Systems, Cybernetics and Management Science (voume 36, isue 9/10) on Cybernetics and Design. The hard copy arrived in the post today and it is a very interesting read. I have a paper included co-authored with Bernard Scott, Piers MacLean and Chunyu Cong called 'Cybernetic Principles for Learning Design'.


Title: Cybernetic principles for learning design
Author(s): Bernard Scott, Simon Shurville, Piers Maclean, Chunyu Cong
Journal: Kybernetes
ISSN: 0368-492X
Year: 2007 Volume: 36 Issue: 9/10 Page: 1497 - 1514
Publisher: Emerald Group Publishing Limited
Abstract: Purpose – This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest sense. Design/methodology/approach – The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning. Findings – Currently, in the world of e-learning, the terms “instructional design” and “learning design” are used to refer to the application of theories of learning and instruction to the creation of e-learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a “learning design pattern”. Originality/value – The paper contends that, whilst learning design patterns are useful as starting-points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice – as expressed in CT – to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.
Keywords: Cybernetics, Design, Learning
Article Type: Conceptual paper
Article URL: http://www.emeraldinsight.com/10.1108/03684920710827445

There are a wide range of papers in this special issue that should appeal to anyone with an interest in cybernetics or design. I hope that the cross over between design theory and learning design will be investigated by other researchers. There is too much good design research to be ignored by learning designers.

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