ABSTRACT
This chapter describes a framework by which various types of learning design can be described according to whether their primary focus is rules, strategies, incidents or roles. Developed from the work of Jonassen (2000), the framework provided a theoretical basis for selecting exemplary learning designs for inclusion in the Australian University Teaching Committee (AUTC) project: Information and Communication Technologies and Their Role in Flexible Learning. The authors outline the selection and description of these exemplars, alongside the communication of principles of ‘high quality learning’, as a national project. Although the examples themselves are somewhat dated now, the classification system and the approach to visualizing designs remains relevant today, while the model has proven value in communicating learning design ideas accessibly to practitioners. Chapter 7 – new in this edition – builds on and updates the work described here.
