Abstract
Despite the growing presence of design principles and practices within educational contexts, a comprehensive understanding of learning designs (LD) or designs for learning (DfL) in technology-enhanced learning remains underexplored. This study addresses this gap by applying topic modeling to a broad collection of journals on LD and DfL, utilizing both the research team’s topic modeling app (referred to as TRANSMITTAL) and scientometric analysis. Through the PRISMA methodology, 138 peer-reviewed, English-language journal articles published between 2008 and September 2024 were selected using the search terms (“learning design” OR “designs for learning” AND “design principle*”). The analysis identified six key topics, including (1) multimodal and embodied learning, (2) data-driven educational decision-making, (3) technology integration for innovative teaching and learning, (4) collaborative learning and teamwork, (5) visual representation and learning, and (6) culturally responsive design. These findings highlight emerging trends in the design principles of LD or DfL, as well as the increasingly complex relationships among them, particularly the growing emphasis on inclusivity, personalized approaches, and the use of multiple semiotic tools. Such shifts point toward a more holistic and context-specific framework in educational design principles and practices. The insights from this study provide valuable direction for both future research and practice, advocating for adaptable, innovative approaches to technology-enhanced learning.
Presenters
Mi Song KimAssociate Professor, Curriculum Studies, University of Western Ontario, Ontario, Canada
Details
Presentation Type
Theme
2025 Special Focus—Thinking, Learning, Doing: Plural Ways of Design
KEYWORDS
LEARNING DESIGNS, DESIGNS FOR LEARNING, TECHNOLOGY-ENHANCED LEARNING, TOPIC MODELING
