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What is Learning Management?

Learning Management is defined as the capacity to design pedagogic strategies that achieve learning outcomes in all students. The learning management concept was developed by Richard Smith of Central Queensland University (Australia) and is derived from the notion of architectural design (an artful arrangement of resources for definite ends) and is best rendered as ‘design with intent’.

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The Learning Management Design Process

 By David Lynch and Richard Smith  [(2013) Assessing and Reporting the Classroom curriculum in the Knowledge Age]

The LMDP represents a rethink of the various curriculum development models that are commonplace in the teaching lexicon of classrooms (see Brady, L., & Kennedy, K. (2010). Teachers fundamentally use the Learning Management Design Process (LMDP) for three inter-related reasons.

First, to embed themselves in Learning Management, second to develop their classroom curriculum and third, to appraise themselves of its global performance. We use Figure 3.1 to show the relationship Learning Management has to the LMDP. The foundation layer of Figure 3.1 is the theory and practice of Learning Management. The second layer comprises the Learning Management Design Process, based on eight design based questions which, when answered in plan form, become the classroom curriculum ready for teaching, assessment and reporting.

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The Concept of Learning Management

By Richard Smith and David Lynch   [Rethinking Teacher Education: Teacher Education in the Knowledge Age.   pp.75 to 111]

 

In earlier work[i], the concept of learning management was defined as the capacity to achieve learning outcomes in all learners and was based on the notion of design with intent. The design with intent notion signalled the belief that every teacher required the personal expert knowledge and skill capacity to achieve what are normally predefined learning outcomes in all learners. This entailed a common language of instruction. This formulation includes not only the transmission of facts and knowledge components but also how, when and where students use that knowledge in everyday social and practical settings. The Dimensions of Learning approach makes this abundantly clear[ii].

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