ABSTRACT
In this chapter, design is examined within the context of designing for professional learning, where such learning is seen to be distinctive because it is concerned with practice, with application of knowledgem, and with skills development. Taking each of these in turn, Ellaway draws on existing conceptual frameworks and examples of technology-rich learning scenarios to show how design must be appropriate to the overall aims of the learning situation and to our understanding of how professionals learn and develop. For example, it is accepted that expert practice develops through a number of stages, hence design decisions must be appropriate to the stage of professional development at which the learning activity is targeted. Designs for learning in professional contexts must also prepare students for operating effectively within real-world situations, be concerned with the application of knowledge (rather than being limited to knowledge acquisition), and, at times, include opportunities for drill and practice that are necessary for skills development. In addition, professionals must learn to acquire the attitudes and understand the cultural norms of their professional community, and be able to work effectively within and across professional communities. This is a useful summary of the principles that underpin designing for learning in professional contexts. Ellaway observes that engaging in a design process can lead to real improvements such as the sequencing of learning activities to match learners’ stage of development, or a closer alignment between simulation and real-world settings, which both contribute to development of practice. The challenge will be to formulate activity designs that truly represent, and can be used to analyse, the complexities of learning within the complex and dynamic situations developing professionals are presented with.
