Learning Design (capitalised): The field of Learning Design
a learning design (uncapitalised): An individual example of a sequence of teaching and learning activities, also called a “design” or “sequence”. A learning design is a plan for potential activities with learners, which is to be distinguished from a particular implementation of this plan with a particular group of learners (see “a running learning design”)
a running learning design: The implementation of a learning design with a particular group of learners, also called “a running sequence”.
IMS Learning Design: An example of a technical language for implementing the concepts of Learning Design in software
Learning Design Conceptual Map (LD-CM): A map of the wider educational landscape as it relates to core Learning Design concepts – see Figure 4
Learning Design Framework (LD-F): A descriptive language/notational format/visualisation for describing teaching and learning activities based on many different pedagogical approaches
Learning Design Practice (LD-P): The action of applying Learning Design concepts to the creation and implementation of effective teaching and learning activities, also called “designing for learning”
teaching strategy: An approach to teaching that proposes a particular sequence of teaching and learning activities based on certain pedagogical assumptions. Examples of teaching strategies are capitalised in this paper, for example, Problem Based Learning, Predict – Observe – Explain, Role Plays and WebQuests. A teaching strategy can provide a pedagogical rationale as well as a suggested structure of activities for a learning design.