The term 'learning design' is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including: learning theory and its applications, course design principles and procedures, use of media, use of different technologies, relevant business processes and so on. This paper briefly introduces a research project that investigated the field of learning design in the UK and elsewhere, and describes the production of a competency framework derived from the results of that research. IntroductionCurrently, in the world of e-learning, the terms 'instructional design' and 'learning design' are used to refer to the application of theories of learning and instruction to the creation of learning material and the design of online learning experiences. For reasons discussed later, the term learning design is used in this paper to describe these activities, and the individuals who carry them out are referred to as learning designers.

PurposeThe purpose of this paper is to describe research into the requirements, practice and prospects for the field of learning design and provide the findings of this study to date alongside early recommendations for furthering the profession in the UK.Design/methodology/approachThe paper describes the findings of a review of the literature on learning design and the study's research methodology, which comprises focus groups, an online questionnaire deployed for use in the UK, North America, Australia, telephone interviews, and surveys of higher education programmes.FindingsInitial analysis of the data indicates that learning design professionalisation and training in the UK are behind those found in other areas of the world.Research limitations/implicationsThe research was of an exploratory nature and thus limited. However, it shows that additional research into distinct aspects of learning design is required to explore further phenomena described in this paper.Practical implicationsThe findings suggest that more and appropriate training opportunities are required for UK learning designers. This could be supplemented by further professionalisation of the field.Originality/valueKey aspects are revealed in the paper of the learning design field in the UK where development is required in order to place learning design on a par with the field in other countries. These findings should be of interest to learning designers, the institutions that train them, their employers and those that use their services.

Purpose-This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is "learning designs" in the broadest sense. Design/methodology/approach-The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning. Findings-Currently, in the world of e-learning, the terms "instructional design" and "learning design" are used to refer to the application of theories of learning and instruction to the creation of e-learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a "learning design pattern". Originality/value-The paper contends that, whilst learning design patterns are useful as starting-points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice-as expressed in CT-to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.