The learning design collaborative space through role play glasses

Abstract

The paper describes the initial design and testing of an alternative approach to learning design classification in the form of a small-group activity for use at teaching and learning conferences and showcase events. The learner role classification approach uses small scale comparative surveys as a basis for exploratory discussion of relationships among different learning design options. ‘Role-play glasses’ are employed in both real and figurative senses in the observation and analysis of learning design examples. The approach aims to develop a relatively simple way of situating particular learning designs in relation to the overall field by using one specific learning aspect, the learner role, as common point of reference. The outcomes of this exploratory exercise point to the importance of including learner role descriptions in design classifications.