摘要：The six papers in this issue of the Journal of Learning Design deal with some of the perennial questions facing educators and learning designers in higher education. In this issue, university teachers in differing disciplines and from different institutions consider the questions that they find most perplexing. This includes wondering if putting lectures online will affect student attendance, how to set up group work to achieve a fair balance of skills and dispositions and if students have achieved the competency standards that we believe they have. One paper in this issue looks at how academics might meet to regularly and meaningfully share experiences while another asks how to get teaching staff enthusiastic about a new model of teaching, here problem-based learning in small group settings. One author takes a quite technical look at digital objects and works through how these characteristics can affect their learning potential. These are not isolated concerns and the wisdom of the authors in this issue will surely assist others in arriving at their own localised contextualised solutions.
