On this page you will find:

1. Articles on Learning Management

2. Selected books on Learning Management

3. Selected articles on Learning Management related topics 


1. Articles on Learning Management (Downloads)

What is Learning Management?   


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. Read more
The Learning Manager  

The practitioner of learning management Smith and Lynch (2010) term the learning manager. This construct is chiefly concerned with learners and their learning gains, meaning they have capacity to teach and to manage individual learning, but they also have a capacity to work alongside other knowledge workers so as to intentionally intervene in the learning outcomes of the current and future workforce. Read more

Learning Management Capabilities      Read More

The Learning Management Design Process

(The '8 LMQs')

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Applying the 8 Learning Management Questions  (The 8 LMQs) 


LMQ1: What have my students achieved to date?

LMQ2: What do I am to achieve in my students


LMQ3: How do my students best learn?

LMQ4: What resources do I have at my disposal?

LMQ5: What are my teaching strategies?

LMQ6: Who will do what to support the teaching strategy?


LMQ7: How will I check that students have achieved the defined learning outcomes?

LMQ8: How will I report student progress?

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Learning Management Design Centre 

Templates based on the application of the 8 LMQs (Copyright D.Lynch)

2. Selected Books

The Rise of the Learning Manager


Richard Smith

David Lynch



There is not a single education policy document these days that does not herald the arrival of fundamental social change as the mainstay for the reform of schooling and teacher education. The case that social change is endemic and that 'education' is inextricably linked to economic and cultural change and developments is now firmly entrenched in the policy milieu of governments and employers. This book provides an insight into early developments of the Learning Management concept and the strategic considerations that occurred to enable its development as a concept in teacher education.  Find out more 

The Theory and Practice of Learning Management

David Lynch and BRuce Allen Knight (Editors)


The Theory and Practice of Learning Management argues that today’s dominant pedagogical practices of schooling and teacher education are a major contributor to the failure of schools to fulfil the schools’ promise for students and their families. The Learning Management concept represents a rethink of teaching, schooling and teacher education and places the emphasis on the following characteristics:  the need for design principles and a common language of instruction for ‘teachers’, research-based techniques that deliver a wider curriculum agenda, and a renewed responsibility on the part of teachers, schools and teacher educators for the outcomes of pedagogical practice.

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Learning Management: Transitioning teachers for National and International Change

David Lynch

Richard Smith

Bruce Allen Knight (Editors) 


Education systems are increasingly under pressure as a result of social change. These pressures arise from the challenges presented by our movement to a knowledge-based society and globalisation. This text argues that pre-service education is one area of education uniquely positioned to respond effectively to the dynamics of change through the creation of a new kind of teacher – the Learning Manager. The Learning Manager will be attuned to the changing nature of the economy and contemporary issues in Australia and will be best positioned to achieve learning outcomes in this environment.

Learning Managementprovides students with a structured series of professional readings and a coordinated course of action designed to produce pedagogical strategies to achieve learning outcomes. This text reflects a transition from the teacher construct of the 1990s to the education practitioner that is appropriate for an emerging knowledge and creativity-based economy in the 21stcentury.

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Designing the Classroom Curriculum in the Knowledge Age
David Lynch and Richard Smith
How do I plan my classroom curriculum so that all my students benefit? Where should I start? What are the important considerations? What should I be aiming for? How do I ensure that my teaching is effective? These are some of the questions teachers invariably ask? In the complex and challenging environment, that is the classroom in the Knowledge Age, having the personal capacity to design the classroom curriculum so that all students make the required learning gains is the today’s benchmark for teaching success. The authors provide an insight into how to design the classroom curriculum so that all students make the required learning gains. The book provides a detailed understanding of the theory and practice of curriculum and programming and step by step instructions and design resources to enable an easy understanding of the classroom curriculum design process.The book is supported by the publisher's Book Resources Section. Find out more
Assessing and Reporting the Classroom Curriculum in the Knowledge Age
David Lynch and Richard Smith
How does the effective teacher assess and report their classroom curriculum program? Building on the success of their previous book--- Designing the Classroom Curriculum in the Knowledge Age --- David Lynch and Richard Smith seek to answer this question by focusing their “teaching design” idea on classroom assessment and reporting. At the heart of their teaching design idea is the formulation of teaching strategies that enable all students to make the required learning gains. At its core, the book encourages the teacher to work towards becoming a different kind of teacher, a teacher who has a mindset attuned to the Knowledge Age and who embraces new knowledge sets that reflect research into effective teaching. More specifically, the book explores the theory and practice of “teaching design” from the perspective of assessment and reporting. The book examines these premises as context when assessing and reporting the classroom curriculum. Find out more
3. Selected Articles and Reports
An Evaluation of the BLM program at CQU
The term 'learning management' was created to capture the increased importance of individual learning in the knowledge society. The over-arching purpose of the degree is to graduate 'Learning Managers' who have a significantly different perspective and skill/knowledge base than in the past. Bachelor of Learning Management graduates will have a 'quality guaranteed' capacity to manage the learning of students and will be able to work collaboratively with other teaching professionals, a range of other supporting professionals and the community. The Bachelor of Learning Management is a distinctive approach to pre-service teacher preparation that has widespread education industry support. A feature of the degree is that it has been devised and designed in collaboration with teachers. The degree is aimed at producing graduates whose knowledge of, and performance in, pedagogy (teaching and learning) is exemplary. This evaluation of the BLM comes at a time when there is considerable debate about teacher education in Australia. Three parliamentary inquiries have been set up in the past year; one in Victoria, one in NSW and another at the Commonwealth level. The 2004 OECD report, Teachers Matter, identified a number of common concerns about teacher quality, such as supply, teacher education, the status of teaching, and the retention of quality teachers in schools, especially in disadvantaged schools. In making its recommendations, the OECD report drew several implications for government policy, including the quality and accreditation of teacher education programs and the need to increase their flexibility and responsiveness.

Questions about Portals,, B2B and Capability: Why we don't prepare 'teachers' anymore.

Richard Smith, David Lynch and jim, Mienczakowski

The fundamental proposition underlying this paper is that pre-service teacher education is no longer sensible unless it is undertaken in partnership with the teaching profession. The second proposition is that rapid and irreversible social changes that affect student behaviours, work place conditions and the knowledge and skill base require a reassessment of teaching and ultimately, the ways schooling itself operates. Third, it follows that preparing teachers for these conditions that are already upon school systems now, entails a different kind of curriculum and a decidedly different work place in which prospective teachers (‘learning managers’) can develop a futures capability.  This paper explores these propositions with particular emphasis on ‘learning management’ exemplified in the Bachelor of Learning Management (BLM), designed in collaboration with teachers, school authorities and teachers’ unions. The degree requires a different kind of school experience to accomplish its ‘work place ready yet futures oriented’ vision and outcomes. In this respect, the BLM is a professional learning process for both recruits to the profession and for the school staff who undertake work with individual student learning managers that has the potential to re-invigorate the teaching profession.

The CQU Noosa Concept

David Lynch

This document has been developed by the Steering Committee of Central Queensland University Noosa (CQU Noosa), to provide the Director, Office of Higher Education , Department of Education, Queensland, with a perspective on the development and the futures operations of CQU Noosa as it relates to the current impasse with sunshine Coast University and the Department of Education, Science and Technology.

The Future of Teacher Education

David Lynch and Richard Smith


This article is about teacher education reform. At the time of writing, teacher education (which is predominately the domain of universities in Australia), has undergone numerous critical reviews with little change effect. The teaching profession’s struggles to cope with a changing world has been documented and an increasing push from Australian governments, at both the state and federal level for improved school outcomes are regular pieces in the national Australian press. A cadre of teacher education commentators call for a rethink on teacher education.  This article showcases a disruptive model in teacher education and answer some of the ponderings around what teacher education could be and how it could be organised differently for the different world in which teachers now have to operate. More specifically, the article examines the Bachelor of Learning Management (BLM) which was developed at Central Queensland University in 2000 and is still in operation today.  The BLM was the first major revision and redevelopment of teacher education in Australia in twenty five years: this fact alone makes the BLM an interesting case study.

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