Approaches to learning design: past the head and the hands to the HEART of the matter

Donald, Claire; Blake, Adam; Girault, Isabelle; Datt, Ashwini; Ramsay, Elizabeth

doi:10.1080/01587910903023181

Cited by 41 publications

(26 citation statements)

References 23 publications

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“…In terms of the implications for the future of learning design, this study represents a necessary path of research as espoused by recent literature about learning design (eg., Donald, Blake, Girault, Datt, & Ramsay, 2009), as it is important to understand to context in which teachers design in order to offer them the most effective support tools to assist them in this process.…”

Section: Discussionmentioning

confidence: 99%

Understanding the design context for Australian university teachers: implications for the future of learning design

Bennett

Thomas

Agostinho

et al. 2011

Learning, Media and Technology

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Bennett, S.; Kosta, Lisa; Agostinho, S.; Lockyer, L.; Jones, J.; and Harper, B., "Understanding the design context for Australian university teachers: Implications for the future of learning design" (2009 DescriptionBased on the premise that support for university teachers in designing their units will improve teaching and ultimately improve the quality of student learning outcomes, recent interest in the development of tools and strategies has gained momentum. This paper reports on a study that has examined the contexts in which Australian university teachers design in order to understand what role design support tools and strategies could play. It appears that Australian university teachers can exercise a high degree of choice in terms of design, indicating that there may be opportunities for teachers to consider using reusable learning designs. AbstractBased on the premise that support for university teachers in designing their units will improve teaching and ultimately improve the quality of student learning outcomes, recent interest in the development of tools and strategies has gained momentum. This paper reports on a study that has examined the contexts in which Australian university teachers design in order to understand what role design support tools and strategies could play. It appears that Australian university teachers can exercise a high degree of choice in terms of design, indicating that there may be opportunities for teachers to consider using reusable learning designs. IntroductionRecent interest in the development of tools and strategies to support university teachers design their units is based on the premise that such supports will improve teaching and ultimately improve the quality of student learning outcomes. This body of work includes a varied set of related approaches such as online collections that enable teachers to publish, search for and comment on learning and teaching ideas. Examples include the Technology-Supported Learning Database

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Section: Discussionmentioning

confidence: 99%

Understanding the design context for Australian university teachers: implications for the future of learning design

Bennett

Thomas

Agostinho

et al. 2011

Learning, Media and Technology

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“…1999; Anastopoulou et al . 2009), an elicited commentary on practice (Donald et al . 2009), a wiki (Masterman & Manton 2011), and an interactive tool (San Diego et al .…”

Section: Introductionmentioning

confidence: 99%

A constructionist learning environment for teachers to model learning designs

Laurillard¹,

Charlton

Craft³

et al. 2011

Computer Assisted Learning

160

110

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The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology‐enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory‐informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.

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“…The LD is the description of all elements of the course's design in such a way that teachers can understand it and can use it. Elements of LD are the description of the learning activities that students have to do, the resources needed and the support actions a teacher can provide to facilitate the learning process [8]. Teachers can use help in the evaluation of the design and in the revision of courses.…”

Section: Learning Designmentioning

confidence: 99%

Opportunities and Challenges in Using Learning Analytics in Learning Design

Schmitz

Limbeek

Greller

et al. 2017

Lecture Notes in Computer Science

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Abstract.Educational institutions are designing, creating and evaluating courses to optimize learning outcomes for highly diverse student populations. Yet, most of the delivery is still monitored retrospectively with summative evaluation forms. Therefore, improvements to the course design are only implemented at the very end of a course, thus missing to benefit the current cohort. Teachers find it difficult to interpret and plan interventions just-in-time. In this context, Learning Analytics (LA) data streams gathered from 'authentic' student learning activities, may provide new opportunities to receive valuable information on the students' learning behaviors and could be utilised to adjust the learning design already "on the fly" during runtime. We presume that Learning Analytics applied within Learning Design (LD) and presented in a learning dashboard provide opportunities that can lead to more personalized learning experiences, if implemented thoughtfully.In this paper, we describe opportunities and challenges for using LA in LD. We identify three key opportunities for using LA in LD: (O1) using on demand indicators for evidence based decisions on learning design; (O2) intervening during the run-time of a course; and, (O3) increasing student learning outcomes and satisfaction. In order to benefit from these opportunities, several challenges have to be overcome. We mapped the identified opportunities and challenges in a conceptual model that considers the interaction of LA in LD.

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Approaches to learning design: past the head and the hands to the HEART of the matter

Cited by 41 publications

References 23 publications

Understanding the design context for Australian university teachers: implications for the future of learning design

Understanding the design context for Australian university teachers: implications for the future of learning design

A constructionist learning environment for teachers to model learning designs

Opportunities and Challenges in Using Learning Analytics in Learning Design

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