There must be coherence between the learner's and theteacher's expected outcomes. The teacher caninfluence those goals by designing his teaching contextproperly.

Design begins with the teacher'saims for the course. They areinfluenced by:

Design continues with expectedlearning outcomes and curriculumrequirements.

Learning and assessment activities aredesigned taking into account the previoussteps.

The teaching learning process is iterative:feedback loops are a constant all over themodel.

Even though the proposed modelcoincides with most of the literaturecovering the planning/design of teachinglearningenvironments, most courseproposals in HE do not include analysesof student's learning needs.

1st clarification: learning CANNOT be designed.You can try to design in order to make learningpossible, which is different.

Common problem within"instructional design" literature.

Attempts to offer guidelines on instructional design have, so far, departed from thepedagogical concepts of learning (Ch 4). The author will continue that approach.

In order to assist the learner in completinghis learning cycles, the teacher is suggestedto:

The learning aims have to make senseto the students, they have to bepurposeful.

There must be internal coherence among what youwant for a course, what you teach, the way you teach it,and the activities and assessment strategiesimplemented.

Curriculum design implies an awareness of theappropriate sequence of concepts andknowledge. FQ's

One main teaching principle drawn from "Howpeople learn" (Bransford, Brown and Cocking,2003, Cited by Laurillard, 2012:71)

Conclusion: Rather than homogenizing pupil's conceptions intohis own, the teacher should monitor alternative conceptions.This requires us to go beyond priorconceptions. (Laurillard,2012:72)

The student should be allowedspaces to practice, selfassess andimprove.

Designing a practiceoriented learningenvironment is difficult and timeconsuming

There are concepts that might bewell described as "counterintuitive".

Achievements attained in one learning process(approaches, lessons, skills, concepts, etc) become thebackground for a new iterative process in a continuouscycle.

Only through reflection on one'sactions can there be learning.

There are always some general guidelines onhow to rightly undertake instructional design, butthey are vague and sometimes subjective.

Why does teaching involve design?