Competencies for learning design: A review of the literature and a proposed framework

MacLean, Piers; Scott, Bernard

doi:10.1111/j.1467-8535.2010.01090.x

Cited by 68 publications

(53 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In China researchers such as Li (2008), and Zhong and Shen (2002) There is a growing literature on the evaluation of websites and a variety of evaluation criteria have been proposed focusing on website currency, objectivity, navigation, authority and content (Beck, 2009;Wilkinson, Bennett, & Oliver, 1997). In terms of designing online learning experiences, MacLean and Scott (2011) propose a framework of learning design competencies that begins with needs analyses and cycles through ten stages of design, development, and delivery. These initiatives have established benchmarks for reviewing existing websites and creating new ones.…”

Section: Online English Language Learning In Chinamentioning

confidence: 99%

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

et al. 2012

View full text Add to dashboard Cite

As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked according to their value and importance to users. The website ranking was undertaken using a system known as PageRank. The aim of the study was to identify the features characterizing popular sites as opposed to those of less popular sites for the purpose of producing a framework for ELL website design in the Chinese context. The study found that a pedagogical focus with developmental instructional materials accommodating diverse proficiency levels was a major contributor to website popularity. Chinese

show abstract

Section: Online English Language Learning In Chinamentioning

confidence: 99%

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

et al. 2012

View full text Add to dashboard Cite

show abstract

“…For more discussion on the origins of 'learning design' and 'instructional design', we refer readers to Persico and Pozzi [40]. Several approaches for designing learning have been proposed, yet, one common stage in almost every approach was the evaluation of the LD [36,40]. Persico and Pozzi [40] argued that the learning process should not only depend on experience, or best practice of colleagues but also pre-existing aggregated data on students' engagement, progression, and achievement.…”

Section: Connecting Ld and Lamentioning

confidence: 99%

Unravelling the dynamics of instructional practice

Nguyen

Rienties

Toetenel

2017

Proceedings of the Seventh International Learning Analytics &Amp; Knowledge Conference

View full text Add to dashboard Cite

Substantial progress has been made in understanding how teachers design for learning. However, there remains a paucity of evidence of the actual students' response towards leaning designs. Learning analytics has the power to provide just-in-time support, especially when predictive analytics is married with the way teachers have designed their course, or so-called a learning design. This study investigates how learning designs are configured over time and their impact on student activities by analyzing longitudinal data of 38 modules with a total of 43,099 registered students over 30 weeks at the Open University UK, using social network analysis and panel data analysis. Our analysis unpacked dynamic configurations of learning designs between modules over time, which allows teachers to reflect on their practice in order to anticipate problems and make informed interventions. Furthermore, by controlling for the heterogeneity between modules, our results indicated that learning designs were able to explain up to 60% of the variability in student online activities, which reinforced the importance of pedagogical context in learning analytics.

show abstract

“…Learning design refers to the application of learning and instruction theories to the design of effective learning experiences in educational contexts, using a variety of media (MacLean and Scott, 2011). This integrates learning theories such as constructivism, cognitivism, and behaviourism with learning activities and outcomes, although there is a shift away from behaviourist approaches to constructivist and dialogic approaches, viewed as being more appropriate to preparing learners for the speed and change of the information age (Conole, 2013).…”

Section: Qualitative Assessment Of Pedagogical Use Of Ictsmentioning

confidence: 99%

Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK

Caird¹,

Lane²

2013

Brit J Educational Tech

View full text Add to dashboard Cite

Citation: Caird, S. and Lane, A. (2013) Conceptualising the role of Information and Communication Technologies in the design of higher education teaching models used in the UK AbstractDespite the widespread availability of Information and Communication Technologies (ICTs) and some research into specific pedagogical practices using them, there has been little research on the role of these technologies in shaping broader pedagogical approaches in higher education (HE). Increased experimentation in using ICTs raises questions about their pedagogical role in teaching, learning and assessment provision, and in creating innovative pedagogies. An accepted approach is needed to compare the different ways ICTs and rich media are used in HE teaching models. Within the SusTEACH HE sustainability research project this was needed to support the carbon-based environmental assessment of HE courses using ICTs. Building on a review of learning design theories and models, and ICTs used for pedagogical purposes, this paper considers several approaches to conceptualising the role of ICTs in HE courses, leading to the development of the Teaching Models Rating Tool designed to examine the role of ICTs in course provision. This tool characterises courses as using Face-to-face Teaching Models; Distance Teaching Models; ICT-enhanced blended Teaching Models; or Online Teaching Models. Whilst this Tool was designed to support research on sustainable HE teaching models in the UK, it has wider applications to support comparative assessments of pedagogical and economic impacts. Further developments will be informed by the complex and evolving role of ICTs in HE teaching models.Keywords: role of Information and Communication Technologies; ICTs; innovative pedagogy; higher education teaching models; learning design; teaching and learning delivery; blended learning; online learning; pedagogical tools. 3 Practitioner NotesWhat is already known about this topic What this paper adds  Builds on learning design theory and models to offer a classification of ICTs and their media richness based on their pedagogic purpose to provide teaching, learning and assessment  Considers issues associated with identifying the role of ICTs in online, and blended HE teaching models  Presents the Teaching Models Rating Tool which was designed to help identify pedagogical design and teaching models adopted for planning course provision  Indicates how this Tool was used to classify HE courses and support environmental assessments within the SusTEACH sustainability projectImplications for practice and/or policy  HE senior management and practitioners should find the examination of ICTs in HE Teaching Models helpful for informing decisions regarding these technologies. The Teaching Models Rating Tool helps address the scarcity of instruments to investigate the role of existing, new and emerging ICTs in innovative, pedagogical approaches. HE executives and practitioners should find this Tool a useful aid in the pedagogical design of courses, and for enabling comp...

show abstract

Competencies for learning design: A review of the literature and a proposed framework

Cited by 68 publications

References 7 publications

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

Unravelling the dynamics of instructional practice

Conceptualising the role of information and communication technologies in the design of higher education teaching models used in the UK

Contact Info

Product

Resources

About