chapter  4
Practices and processes of design for learning
Pages 12

The previous two chapters looked at how educational theory and research have been applied to educational design, and put forward an updated approach for a context in which digital and mobile technologies are widely available. This chapter looks at current practice: what practitioners really do, or say they do, when they undertake design for learning at either the course or session level. The authors consider evidence from three research projects involving UK practitioners in further, higher and adult education and raise a series of provocative questions about how – and whether – the available technologies can really support effective pedagogic practice.