Technologies offer tantalising possibilities for new forms of educational innovation, but we have argued that there is a gap between the potential of technologies to support learning and the reality of how they are actually used, and that this is due to a lack of understanding about how technologies can be used to afford specific learning advantages and to a lack of appropriate guidance at the design stage. This paper describes a project that has developed an approach to using learning design as a methodology to guide design and foster creativity in concert with good practice in the creation of learning activities. The paper will provide an overview of the work being undertaken by the Open University, UK Learning Design project; concentrating on the work we have done to represent and visualise design. Se représenter la conception de l'apprentissage pour développer et soutenir les bonnes pratiques et la créativitéLes technologies offrent des possibilités séduisantes pour créer de nouvelles formes d'innovation éducative, mais nous avons souligné qu'il y a un fossé entre l'appui que ces technologies sont susceptibles d'apporter à l'apprentissage et la réalité des pratiques effectives, ce qui est dû à un manque de compréhension de la façon dont les technologies peuvent être employées pour offrir des gains d'apprentissage substantiels ainsi qu'à un manque d'orientation appropriée lors de la phase de conception. Cet article décrit un projet dans lequel on a mis au point une approche visant à utiliser la conception de l'apprentissage comme méthodologie pour guider la conception et développer la créativité, de concert avec une bonne pratique de la création d'activités d'apprentissage. Cet article présente une vue d'ensemble du travail entrepris dans le cadre du projet britannique de Conception de l'Apprentissage de l'Open University, en se concentrant sur le travail que nous avons effectué pour représenter et rendre visible la conception. Veranschaulichung von Lernentwürfen zur Unterstützung von ,,good practice" und KreativitätTechnologie bietet vielversprechende Möglichkeiten neuer Formen pädagogischer Innovation. Wir müssen jedoch feststellen, dass zwischen dem Potential von diesen Möglichkeiten Gebrauch beim Lernen zu machen und der tatsächlichen Nutzung in der Praxis ein Graben herrscht. Dies liegt sowohl am mangelnden Verständnis, wie Technologie erfolgreich eingesetzt werden kann um Lernfortschritte zu ermöglichen, als auch an der nicht stattfindenden Anleitung während der Entwurfsphase. In diesem Artikel wird ein Projekt vorgestellt, in dem ein Verfahren entwickelt wurde, das Lernentwürfe zur Anleitung und zur Pflege von Kreativität zusammen mit ,,good practice" und der Entwicklung von Lernaktivitäten einsetzt. Der Artikel berichtet im Überblick über den Stand der Arbeit, die an der Open University UK Learning Design

Learning analytics involve the measurement, collection, analysis, and reporting of data about learners and their contexts, in order to understand and optimize learning and the environments in which it occurs. Since emerging as a distinct field in 2011, learning analytics has grown rapidly, and early adopters around the world are developing and deploying these new tools. This paper reports on a study that investigated how the field is likely to develop by 2025 in order to recommend actions to those concerned with the implementation of learning analytics. The study used a Policy Delphi approach, presenting a range of future scenarios to international experts in the field and asking for responses related to the desirability and feasibility of these scenarios, as well as actions that would be required. Responses were received from 103 people from 21 countries. Responses were coded thematically, inter-rater reliability was checked using Cohen's kappa coefficient, and data were recoded if kappa was below 0.6. The seven major themes identified within the data were power, pedagogy, validity, regulation, complexity, ethics, and affect. The paper considers in detail each of these themes and its implications for the implementation of learning analytics. Notes for Practice• This paper analyzes responses from around the world and identifies seven factors that must be taken into account when implementing learning analytics: power, pedagogy, validity, regulation, complexity, ethics, and affect.• Responses revealed widespread unease about how analytics may develop. Bringing people together to engage with and understand the issues will be one way of addressing this problem.• It is also important for different communities to discuss and understand the value of their personal data and to know how they can be used, developed, and protected.• Evidence that learning analytics delivers benefits is not yet convincing to experts in the field.• Major investment of thoughtful effort is required in terms of research agendas and funding, policy and regulation, and developing and informing practice among all those who engage with learning analytics.

E-learning is becoming integral to on-site education in universities worldwide, and the rapid explosion of interest in the subject means that this timely, cutting edge book will be an instant and indispensable resource. Among educators, the development of reusable learning objects made accessible via the Internet is ever more important to teaching and learning at university.This book provides a comprehensive look at state of the art online education, and presents advice on the creation, adaption and implementation of learning objects and metadata. Including articles written by some of the leading innovators in the field, this book takes the reader through:• designing effective learning objects • creating learning objects • transforming existing content into reusable learning objects • building a metadata management system. This book will be essential reference material for course developers at university, postgraduate students, teachers and learners in the field of e-learning. Contents:

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Supporting immigrant language learning on smartphones: A field trial. Studies in the Education of Adults, 49(2) pp. 228-252. For guidance on citations see FAQs.