title: Learning design in healthcare education.
abstract: Emerging from ongoing work into educational modelling languages, learning design principles and the IMS Learning Design framework provide formal ways to annotate and record educational activities. Once educational activities have been encoded they can be played, replayed, adopted, shared, and analysed, thereby reifying much that is otherwise lost in face-to-face teaching. The use of learning design tools, including the free and open source LAMS system (www.lamsfoundation.org), allow practitioners to experiment with learning design approaches in their own teaching, both in terms of creating and encoding their own designs and playing, adapting and analysing designs from other teachers either from within or outside a particular field or subject area. This paper reviews the key issues associated with designing for learning in the context of healthcare education, some of the themes and approaches already in development or use, and the implications of this approach on the practice and theory of healthcare education.
authors.affiliation: Northern Ontario School of Medicine, Canada.
authors.forename: Rachel
authors.initials: R
authors.lastname: Ellaway
authors.forename: James
authors.initials: J
authors.lastname: Dalziel
authors.forename: Bronwen
authors.initials: B
authors.lastname: Dalziel
mesh_terms: D004501:Education, Medical; D018961:Educational Technology; D006801:Humans; D020407:Internet; D012985:Software Design