010302 Design: Designing for Learning
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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 2024 is available in the Archives.
Credit points: 3 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013222 Designing Innovative Learning
Description
This subject introduces students to the different theories, models and processes and that have been conceptualized to understand and enact learning design. Students examine the development of different theories of instruction, including conditions-based theory, constructivist and human performance theories. Students consider how these theories have contributed to the development of various models of instruction and learning design, including ADDIE, UDL, UBD and SAM and LD-CM. Students then have the opportunity to explore user experience design and design thinking, before using this knowledge to develop a learning design solution to a brief.
Subject learning objectives (SLOs)
| a. | Compare and contrast various models of learning and instructional design. |
|---|---|
| b. | Analyse case studies and contemporary examples to identify and construct appropriate learning outcomes and strategies. |
| c. | Select and apply models and frameworks to design learning appropriate to the professional context. |
| d. | Reflect on and evaluate own and others’ learning and practice. |
| e. | Communicate and justify chosen instructional design approach in ways 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)
- Develop and use various designs and tools in the formation of learning practices. (2.1)
- Improve the design of learning texts and materials, be they print-based, web-based, audio, audio-visual or multimodal. (2.2)
- Design technology-enhanced learning strategies and tools that are inclusive of racial, gender and class differences. (3.1)
- Embed Indigenous Australian knowledges of technology and learning. (4.1)
- Strategise to address ethical and legal issues related to technology-enhanced learning design. (5.1)
- Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design learning resources. (6.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes
1.1 Research, appraise, devise and implement technology-enhanced learning strategies and tools. Research, appraise, devise and implement technology-enhanced learning strategies and tools.
2.1 Develop and use various designs and tools in the formation of learning practices. Develop and use various designs and tools in the formation of learning practices.
2.2 Improve the design of learning texts and materials, be they print-based, web-based, audio, audio-visual or multimodal. Improve the design of learning texts and materials, be they print-based, web-based, audio, audio-visual or multimodal.
4.1 Embed Indigenous Australian knowledges of technology and learning. Embed Indigenous Australian knowledges of technology and learning.
5.1 Strategise to address ethical and legal issues related to technology-enhanced learning design. Strategise to address ethical and legal issues related to technology-enhanced learning design.
Teaching and learning strategies
Learners engage in online or blended learning. There is 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 also 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 are regular formative assessment for students to track their progress.
Content (topics)
This course explores and critiques different approaches and theories relating to instruction and teaching. It covers early cognitive theories, mastery learning, conditions-based theories and its impact on learning outcomes, and more recent ideas like constructivist design theories and performance improvement theory. As this material is examined, there is an analysis of different learning design models developed based on these theories, including ADDIE, TPACK, UDL, UBD and others. Finally the course introduces design thinking and user experience design.
Assessment
Assessment task 1: Learning Strategy
| Objective(s): | a, b and c | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 1000 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Reflection and Evaluation of Learning Strategy
| Objective(s): | d and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||
| Length: | 500 words | ||||||||||||||||
| Criteria linkages: |
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.
Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models. EdTechBooks.
Brown, A. H., & Green, T. D. (2018). Beyond teaching instructional design models: exploring the design process to advance professional development and expertise. Journal of Computing in Higher Education, 30(1), 176-186.
Bower, M., & Vlachopoulos, P. (2018). A critical analysis of technology?enhanced learning design frameworks. British Journal of Educational Technology, 49(6), 981-997.
Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E- learning and Digital Media, 7(3), 200-222.
Mittelmeier, J., Long, D., Cin, F., Reedy, K., Gunter, A., Raghuram, P., Rienties, B. (2018). Learning design in diverse institutional and cultural contexts: suggestions from a participatory
workshop with higher education professionals in Africa Open Learning: The Journal of Open, Distance and e-Learning 33(3), 1-17.
Persico, D., Pozzi, F., Goodyear, P. (2018). Teachers as designers of TEL interventions. British Journal of Educational Technology 49(6), 975-980.
Rienties, B., Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior 60(3), 333-341.
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.
West, R. E. (2018). Foundations of Learning and Instructional Design Technology. EdTech Books.