Expanding student capacities: Learning by design pedagogy

The chapter explores the conceptual framework of 'learning by design' as new learning theory (Kalantzis & Cope 2005). The framework and its attendant pedagogies have the potential to (a) cater for the diversity of students cognitively, socially and culturally; (b) reflect global text practices in the classroom; (c) explore communications and their design in a digital age; (d) plan for a breadth and depth approach to knowledge by activating processes aligned to experiencing, conceptualising, analysing and applying; and (e) make obsolete an outdated, separated disciplinary regime by breaking down unnatural walls of the curriculum. Real and tangible differences between traditional literacy pedagogies and a new learning model become evident, demonstrating that the pedagogic shift is neither reactive nor sensational, but timely and appropriate