Designing for Learning in the Nordic Countries (DLiNC)

In the context of DLiNC, Learning Design is conceptualised as a Learning Design methodology as described by Mor & Craft (2012, p. 86)

'… the act of devising new practices, plans of activity, resources, and tools aimed at achieving particular educational aims in a given situation.' 

In conjunction with The Larnaca Declaration (Dalziel et al., 2016), this can be translated into an educational development process characterised by the following six characteristics (of which technology-enhanced learning is frequently — but not necessarily — a part or focus of the process):

· The development of pedagogy-informed teaching through various practical pedagogical models and frameworks

· Educators as active designers making explicit pedagogical choices and implementing designs in their teaching practice

· A focus on the students’ learning, rather than just the teaching materials and teaching practices

· The use of tools, models, methods, workshops etc. in the design process (see DLiNC toolbox)

· The reuse and sharing of effective designs (see DLiNC map)