010301 Think: Learning Theories and Implications for Learning Design

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 3 cp

Subject level:

Postgraduate

Result type: Grade, no marks

There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013221 Learning in the Digital Age

Description

How do you know when you’ve learned something? What does learning look like? The subject introduces students to learning theories and learning sciences, and the implications of those theories upon historical, contemporary and emerging learning design. Particular attention is drawn to learning theories such as behaviourism, cognitivism, constructivism and connectivism. Emphasis is placed on how these concepts relate to technology enhanced learning, and what that means for the learning designer in a practical sense. Students explore the development of these theories and how they have influenced various pedagogical approaches in both instructional and learning design. Students apply these theories in a range of settings and contexts in order to develop learning experiences that are suitable for students. They critique the effect that technology has had upon the development of learning theories.

Subject learning objectives (SLOs)

a.	Identify, compare and contrast contesting features of historical, contemporary and emerging learning theories.
b.	Analyse the application of learning theories to learning designs in context-specific ways.
c.	Critique the effect that technology has had and continues to have upon learning theories.
d.	Reflect and evaluate own and others’ learning and practice.
e.	Present arguments for preferred theoretical perspectives that are appropriate to the audience, context and purpose

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Research, appraise, devise and implement technology-enhanced learning strategies and tools. (1.1)
Design technology-enhanced learning strategies and tools that are inclusive of racial, gender and class differences. (3.1)
Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design learning resources. (6.1)

Teaching and learning strategies

Learners engage in online or blended learning. There will be a mix of group work activities and discussions, taking place both synchronously (in face to face sessions or online) and asynchronously. During these synchronous/ face to face sessions, there is an ‘expression session’ hosted by industry or other Learning Design professionals, and the opportunity for students to undertake online labs with specific learning designs and technologies. The learning management system (LMS) incorporates a range of other interactive activities, such quizzes, multimedia presentations, short video and audio recordings and peer critiques. There is regular formative feedback for students to track their progress.

Content (topics)

This subject begins with a discussion of learning and the role of learning designers, as well as commentary relating to the various terms used to describe learning design work. Various approaches to learning, including Behaviourist, Cognitivist, Social and Connectivist theories are introduced, critiqued and discussed. For each of these theories, the different variations are explained, and, most importantly, discussion of how they have informed the development of practical learning designs are considered. In addition, students are provided with examples of each of these approaches in practice and given the opportunity to analyse different theories in a learning design context.

Assessment

Assessment task 1: Learning Scenario Analysis

Objective(s):

a, b and c

Weight:

60%

Length:

1000 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Quality of description of contexts and learning process	30	a, b, c	1.1
Degree of identification and analysis of applications of learning theory features	30	b, c	1.1
Level of evaluation of success of learning based on conformity to features of learning theory	20	b	3.1
Detail of references to scholarly literature	20	a, b, c	1.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Critique of theoretical approach

Objective(s):

d and e

Weight:

40%

Length:

500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Quality of critical reflection	40	d, e	1.1
Detail of commentary about applications of new understanding	40	d, e	3.1
Appropriateness of critique as professional communication	20	d, e	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must complete and pass all assessment tasks in this subject to pass the subject.

Required texts

There are no required texts for this subject. Recommended readings will be available through the LMS. All readings will be open educational resources (so that there is no inequality between award students, micro-credential learners or short course learners).

References

Beetham, H., & Sharpe, R. (Eds.). (2019). Rethinking Pedagogy for a Digital Age: Principles and Practices of Design. Routledge.

Clark, R. & Mayer, R. E. (2011). e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. John Wiley & Sons.

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian journal of educational technology, 21(1).

Haugsbakken, H., Nykvist, S., & Lysne, D. A. (2019). The need to focus on digital pedagogy for online learning. European Journal of Education, 2(3), 25-31.

Maina, M., Craft, B., & Mor, Y. (Eds.). (2015). The art & science of learning design. Springer.

Mor, Y., Ferguson, R., & Wasson, B. (2015). Learning design, teacher inquiry into student learning and learning analytics: A call for action. British Journal of Educational Technology, 46(2), 221- 229.

Reiser, R. A., & Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology. Pearson.

Richey, R. C., Klein, J. D., & Tracey, M. W. (2010). The instructional design knowledge base: Theory, research, and practice. Routledge.

Sawyer, R. K. (Ed.). (2005). The Cambridge handbook of the learning sciences. Cambridge University Press.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer.

West, R. E. (2018). Foundations of Learning and Instructional Design Technology. EdTech Books.

Wittrock, M. C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531-541.