Learning design in UK higher education has been on an interesting journey in recent years. It’s grown in popularity as a term, an activity, and as a moniker for roles that support learning & teaching activity.
The term, along with the role type associated with it; namely a learning designer, is one of the newer titles on the list of learning & teaching support roles in UK higher education. It is more contemporary than titles such as education developer, academic developer and learning technologist, arguably possessing greater cachet as a result.
The Learning Design Team recently presented Automatic extensions: Innovation through integration at the 2022 UNE Learning and Teaching Symposium, showcasing the design and implementation of an inno…
Getting the whole picture – visual approaches to learning design and curriculum mapping at different scales Webinar Thursday 30th September, 2021
This webinar is part of a TELedvisor series on working across teams, and looks at some of the tools that teams use for planning and sharing curriculum designs and learning designs.
This is a joint presentation of ascilite's Learning Design SIG and TELedvisors SIG.
Michelle Riggs - Michelle is new to learning design, new to the Australian Institute of Business, Adelaide, where she is an educational designer, and new to research. When she took on the design of a new unit in the research program, she wanted to get a clearer picture of the unit’s place in the research candidate’s journey. She’s adapted her team’s approach to unit and module design to explore visual representations at a program level, using a simple online planning tool.
Kyle Bowen tells CT how Arizona State University is continuing to offer students the experiences they expect from an ASU education during the current phase of remote learning and how, at the same time, the institution can leverage its work into plans for the future.
With many universities still physically closed and planning for a continued foray into online course delivery, numerous experts have published pieces advising teachers on how to teach online. There are some deeply thoughtful and indeed helpful pieces out there, yet…
This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encourage learner engagement?
The analysis of 120,842 survey responses illustrated that learners across all the MOOCs investigated in this study were very focussed on personal interest, regardless of subject. Courses with subject material which focussed upon the future use of technology and educational technology were embarked upon for professional purposes secondary to personal interest. Learners interviewed who had not completed the MOOCs did not see themselves as disengaged but as having achieved their study goals.
Learning designs of 19 MOOCs with learner activity and dashboard data from 800,038 enrolments and 425,792 learners were analysed with respect to the second research question. The activity data from 425,792 learners demonstrated they were more likely to engage with comments and to like comments on steps such as articles and videos than on discussion steps. Findings from the performance dashboard data (for example enrolment numbers) and learner activity data, coupled with learning designs, were analysed. From this, high-engagement steps (‘Super Steps’) were identified and isolated for analysis. This study discovered that learners preferred to engage with steps that the learning design framework classified as communicative or assimilative. Learners were more likely to engage with steps that posed questions within their titles, a previously unconsidered element within learning design.
As a university student in the late 2000s/2010s, and later as a teacher, I’ve had frustrating experiences on both sides of the screen when it comes to online learning. Despite seeing the growth and potential of online learning, most of my early experiences were disappointing when compared to my experience with the technology of video games, my iPhone, and more. As much as I wanted to believe in digital learning, it never lived up to my expectations.
“AI will revolutionize [insert sector here]” encapsulates the kind of rhetoric we've been hearing for a while. I'm not disputing AI's significant impact on higher education for a second. However, amidst the AI maelstrom, it's very easy to overlook other factors influencing higher education change.
Lifelong learning is one such transformational factor. Whilst it’s often defined as educational opportunities throughout one's life, I view it as broader, encompassing reaching a wider audience with more varied formats.
Momentum behind lifelong learning stems from various factors, including predictions of radical job market changes due to technology, resulting in a more acute need to upskill and re-skill regularly.
For institutions that lack the budget or staff expertise to utilize instructional design principles in online course development, generative AI may offer a way forward.
Research recommends enablers and warns of barriers to develop higher-order thinking in students in the on-line mode, that should be able to help with your learning design.
The approach course teams take when designing courses and programs of study is critical to student success. Creating active and authentic learning experiences is a vital aspect of learning design. Designing such experiences using digital solutions and ecosystems requires course teams to continually develop their digital literacy within the context of various academic disciplines and the potential professional pathways of those disciplines.
With these things in mind, Teesside University and Jisc UK have developed a Digital Learning Design Framework and Toolkit. The framework and toolkit were created to help nurture and cultivate the digital confidence and fluencies of teaching staff who design and deliver courses, challenging them to think about learning design and the intersection of pedagogy and digital solutions to map the student learning journey. The framework and toolkit provide course teams with opportunities to do things differently.
In mediated teaching and learning, skeuomorphism helps educators map ritualized pedagogies into new learning contexts. Higher education learning designers are best equipped to lead the way in recognizing, leveraging, and resisting skeuomorphism when it perpetuates problematic rituals.
Design elements that appear similar in some way — sharing the same color, shape, or size — are perceived as related, while elements that appear dissimilar are perceived as belonging to separate groups.
Most college students and faculty seem to share a preference for in-person, not online, instruction. This shared perspective was revealed by tw
Peter Mellow's insight:
We feel comfortable with what we know, especially if it doesn’t extend us. Perhaps these students have never experienced a well designed and delivered blended learning or online learning activity?
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