1. Learning by design

2. The learning-by-design theory
a focus on pedagogy – the knowledge processes
Teaching as:
Mindful, Premeditated, Reflective and Shared
Adapted from Trudy Sweeney
The ideas and theories of
Professor Mary Kalantzis (Royal Melbourne Institute of Technology) and
Mr. Bill Cope (Common Ground).

3. The ‘knowledge processes’ of Learning by Design a pedagogical scaffold and heuristic
transformed practice
applying
situated practice
experiencing
experiencing
the known
the new
applying
appropriately
creatively
conceptualising
by naming
with theory
analysing
functionally
critically
overt instruction
conceptualising
critical framing
analysing

4. Integrated unit of work for Year 5
Design a New School Playground
We’re Getting a New Playground!
A unit of work for year 5 written by Trudy Sweeney, Westbourne Park Primary School, South Australia.
This unit enables students to investigate characteristics of high quality playgrounds, design a playground for their own school and convince others that their design is the best. TLF learning objects used to support the many and varied activities include 'Dream machine', 'Letters to the Editor: interviews' and 'Fashion design'.
Professor Mary Kalantzis and Dr Bill Cope, the architects of Learning-by-Design…

5. learning by experiencing…
The knowledge processes of learning-by-design
learning by experiencing…
the known - bring in, show or talk about something/somewhere familiar or ‘easy’ - listen, view, watch, visit.
the new - introduce something less familiar, but which makes at least some sense just by immersion - listening, watching, viewing, visiting etc.

6. learning by conceptualising…
The knowledge processes of learning-by-design
learning by conceptualising…
by naming - define terms, make a glossary, label a diagram, sort or categorise like and unlike things.
with theory - draw a diagram, make a concept map, or write a summary, theory or formula which puts the concepts together.

7. learning by analysing…
The knowledge processes of learning-by-design
learning by analysing…
functionally - write an explanation, create a flow diagram, draw a technical diagram, create a storyboard, make a model.
critically – identify gaps and silences, analyse purposes (what a piece of knowledge is for), predict and discuss consequences, hold a debate, write a review.

8. The knowledge processes of learning-by-design
learning by applying…
appropriately - write, draw, act out in the ‘correct way’, solve a problem.
creatively - use the knowledge you have learnt in an innovative way, take an intellectual risk, apply knowledge to a different setting, suggest a new problem, translate knowledge into a different mix of ‘modes’ of meaning.

9. Possibilities
Learning Objects have been designed to engage and instruct students using Australian content.
Combining Learning Objects with problem-based and/or inquiry-based learning can be a powerful motivator for students that promotes student centred learning.
The more students are engaged and tasks reflect their interests and goals, the easier it will be for them to construct in-depth knowledge.

10. Conclusion
Learning Objects have been designed to engage and instruct students using Australian content.
Combining Learning Objects with problem-based and/or inquiry-based learning can be a powerful motivator for students that promotes student centred learning.
The more students are engaged and tasks reflect their interests and goals, the easier it will be for them to construct in-depth knowledge.

11. Designing a new playground
The national project
About the task
Connect
Attend
Imagine
Inform
Practice
Extend
Refine
Perform
– Dream Machine: literary description & Letters to the Editor: exposition texts.
Design Brief & Assessment Rubric