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The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a "Learning Design Framework" (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a "Learning Design Conceptual Map" (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading "Learning Design Practice" (LD-P).

This article explores the use and usefulness of carefully designed transdisciplinary pedagogical templates (TPTs) aligned to different learning theories. The TPTs are based on the Learning Design Framework outlined in the Larnaca Declaration (Dalziel et al. in this collection). The generation of pedagogical plans or templates is not new. However, the creation and sharing of web-based pedagogical templates is underpinned by a re-use philosophy and the notion that such material can be adopted or adapted for various purposes by learning designers and developers. This article will exemplify the importance of pedagogical clarity by showcasing how different teacher and learner roles are instantiated in different TPTs that subscribe to behaviourist, cognitivist, or social learning theories. A key goal is to demonstrate that the TPTs constructed based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration, are easy to be re-used or modified to suit specific learning situations and contexts.

In this paper, the five interlocking de Bono LAMS sequences are introduced as a new form of generic template designs. This transdisciplinary knowledge-mobilising strategy is based on Edward de Bono's attention-directing ideas and thinking skills, commonly known as the CoRT tools. The development of the de Bono LAMS sequence series is an important milestone, signifying the current paradigmatic shift in higher education from a student-consumer paradigm to a student-producer paradigm. Surpassing surface and shallow knowledge stages requires the use of multidisciplinary and generic knowledge in new and unfamiliar situations. The LAMS templates as "knowledge-in-practice" models assist disciplinary specialists generate learning designs that make apparent to students that knowledge is always partial, incomplete and coloured by epistemological beliefs and cultural practices.

This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students' active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students' online learning behaviour.

In this article, we identify and examine opportunities for formative assessment provided by information technologies (IT) and the challenges which these opportunities present. We address some of these challenges by examining key aspects of assessment processes that can be facilitated by IT: datafication of learning; feedback and scaffolding; peer assessment and peer feedback. We then consider how these processes may be applied in relation to the assessment of horizontal, general complex 21st century skills (21st CS), which are still proving challenging to incorporate into curricula as well as to assess. 21st CS such as creativity, complex problem solving, communication, collaboration and self-regulated learning contain complex constructs incorporating motivational and affective components. Our analysis has enabled us to make recommendations for policy, practice and further research. While there is currently much interest in and some progress towards the development of learning/assessment analytics for assessing 21st CS, the complexity of assessing such skills, together with the need to include affective aspects means that using IT-enabled techniques will need to be combined with more traditional methods of teacher assessment as well as peer assessment for some time to come. Therefore learners, teachers and school leaders must learn how to manage the greater variety of sorts and sources of feedback including resolving tensions of inconsistent feedback from different sources.

The aim of the study was to explore the tensions, as experienced by student teachers, in a teacher education program that is based on psychodynamic theory. Previous research shows that students have had orientation problems in innovative university studies because it involves students having to take steps toward their discomfort zone. It was therefore considered important to study the mismatch or match of the training model and student experiences. The data were gathered through student interviews. The data analysis utilized a case study methodology and proceeded from thematic network analysis toward a deeper interpretation of the data. The analysis shows students struggle to understand the meaning and practices of psychodynamic-oriented pedagogy. The analysis also shows that students were unable and unwilling to share their learning experiences with students outside the new program. This can be understood as a tension between different conceptual understandings of learning.

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

An ongoing challenge in higher education is the support of educators in their development of effective pedagogies. The field of educational research and practice referred to as Learning Design may be able to help educators with no or limited pedagogical training deliver highly interactive and contemporary teaching and learning offerings. The present study reported the findings from a trial of new technologically supported Learning Designs. These pre-designed lessons are referred to as Transdisciplinary Pedagogical Templates (TPTs). These templates contain prepopulated pedagogical instructions to educators and students, but are free of subject specific content allowing them to be used in discipline areas as diverse as teacher education, accounting, engineering or medicine. These TPTs have been designed to assist educators provide constructivist learning experiences, without the need for pedagogical upskilling. This research explored the practical efficacy of the de Bono LAMS template model, documenting educator and student engagement patterns and issues arising from the trial of the five de Bono LAMS sequences. The findings suggest an interest in TPTs by educators and students, but also a reluctance to engage with research, citing mainly a lack of time. The findings also point to a need to better understand students' affective states and the role of emotional intelligence in technology enhanced learning and teaching provision.

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today's information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the "right information" at the "right time" for the "right purpose". Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students' knowledge and confidence in the skills and processes associated with inquiry and in science concepts.

This article reports on the development of a conceptual model of teacher emotion through a review of teacher emotion research published between 2003 and 2013. By examining 82 publications regarding teacher emotion, the main aim of the review was to identify how teacher emotion was conceptualised in the literature and develop a conceptual model to illustrate the findings. Interestingly, few papers explicitly defined "emotion" or "teacher emotion" but described the functions of emotion (such as providing information) and influences on emotion (such as personal characteristics), so these were also used to build the conceptual model. The literature also highlighted the complexities of emotion, with implications for how teacher emotion should be studied. The model proposed aims to clarify how emotion research has been conceptualised within education research contexts.

Learning design research (LDR) is establishing itself as a separate and specialised field of educational research. Worldwide, technology-mediated learning experiences in higher and further education are on the increase. LDR investigates their success in providing effective outcomes-based and personalised learning experiences. This paper reports on a meta-ethnographic review study of a subsection of current LDR to document current conceptualisations, preferred methodologies and possible themes and struggles. The findings suggest that LDR often uses an ad hock approach to Learning Design conceptualisation. It is concluded that the current ontological and epistemological disparity presents a great hindrance to the advancement of LDR. (Contains 4 tables.)

This report presents the findings of a case study of a novel professional development practice model for academic university staff developed by the Learning in Higher Education (LiHE) association. It describes the implementation of a social constructivist approach to professional development, characterised by various, structured collaborative activities, and possible levels of participation. The findings expand current understandings of new professional development initiatives for university educators that aim to move beyond the classical conference model. Specifically, this study documents the expectations and experiences of participants of the first Australian LiHE symposium. It explores in detail participant awareness of and reactions to the constructivist nature of this new professional development model. (Contains 1 figure and 6 tables.)

The authors contend that better information literacy and library skills development practice is needed for students entering university. This paper presents a case study of how a teacher education (TE) lecturer and a faculty librarian collaborated in an Australian university to provide information literacy practice. A mutual interest in technology-enhanced learning and teaching through podcasting media was the catalyst for the collaboration. A semester-long trial was conducted in which library pod/vodcasts were provided to first-year teacher education students. This paper explores this student learning project and proposes a prototype for further media-related collaboration between academic and library staff. (Contains 3 figures and 2 tables.)

In this paper, I discuss some research findings regarding the characteristics that democratic schools appear to have in common. These commonalities seem to have contributed to their status as being seen as reputable democratic schools. For the purposes of the reported study, schools that were diverse in their philosophical approaches to education and socio-economic composition were selected as case-study schools. A specific selection criterion was that these schools had a reputation for nurturing the critical capabilities of students with an explicit "citizenship framework". Students were not seen as "objects to be acted upon", but rather were trusted to be subjects of rights and responsibilities within the school community in some form or other. The research included analysis of interview, observation and document data. Three major corresponding features were identified: (a) the principals perceived their schools to be "out of the ordinary", (b) all four case-study sites had carefully developed school rules as statements of principles rather than an extensive list of dos and don'ts and (c) three of the four schools seemed to employ differential treatment practices rather than a "one-size-fits-all" approach to the discipline of students. The findings suggest that it is possible for schools to educate effectively in and for democracy by way of day-to-day educational practices that inspire some aspects of political and moral student empowerment. (Contains 2 tables and 2 notes.)

The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider sharing of effective teaching practices, and it uses an analogy from the history of music notation to identify the need for a representational framework for describing teaching and learning ideas. It provides a range of examples of learning designs and different representational systems to illustrate the need for a “Learning Design Framework” (LD-F). It then acknowledges the wider educational context and its impact on design decisions by educators, and provides a “Learning Design Conceptual Map” (LD-CM) to identify contextual components and their interactions in design decisions. It concludes by discussing the philosophical and practical challenges of identifying and sharing effective teaching and learning ideas under the heading “Learning Design Practice” (LD-P).

This article explores the use and usefulness of carefully designed transdisciplinary pedagogical templates (TPTs) aligned to different learning theories. The TPTs are based on the Learning Design Framework outlined in the Larnaca Declaration (Dalziel et al. in this collection). The generation of pedagogical plans or templates is not new. However, the creation and sharing of web-based pedagogical templates is underpinned by a re-use philosophy and the notion that such material can be adopted or adapted for various purposes by learning designers and developers. This article will exemplify the importance of pedagogical clarity by showcasing how different teacher and learner roles are instantiated in different TPTs that subscribe to behaviourist, cognitivist, or social learning theories. A key goal is to demonstrate that the TPTs constructed based on the Learning Design Framework (LD-F) introduced in the Larnaca Declaration, are easy to be re-used or modified to suit specific learning situations and contexts.