010303 Critique: Issues in Learning Design
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 3 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Description
Have you heard about how big data is bringing about changes in education and training? And how learners’ data are being protected – or not – when different learning platforms are used? This subject examines current, historical and emerging issues in the field of Learning Design.
Students examine topics including ethical considerations in Learning Design, privacy concerns, the appropriate collection and use of learner data, the importance of context and cultural sensitivity, and copyright. They investigate examples of unethical or inappropriate learning design as well as finding and reflecting on appropriate learning design. Students then use this knowledge to design appropriate learning experiences in their particular contexts.
Subject learning objectives (SLOs)
| a. | Examine the ethical challenges and issues that learning designers must navigate within the learning design field. |
|---|---|
| b. | Critique and evaluate learning materials from an ethical perspective. |
| c. | Construct learning designs and elements that are ethical and appropriate to their context. |
| d. | Reflect and evaluate own and others’ learning and practice. |
| e. | Apply effective communication skills and methods 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)
- 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)
Teaching and learning strategies
Learners engage in online or blended learning. There are 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 as quizzes, multimedia presentations, short video and audio recordings and peer critiques. There are regular formative assessments for students to track their progress.
Content (topics)
This course begins by considering ethical practice in Learning Design. It addresses issues related to accessibility, universal design and user experience. In addition, matters relating to big data, privacy and the use of educational data mining and learning analytics are discussed.
Attention is paid to the principles for governance of Indigenous data including the development of data ethics. There is also consideration about copyright and intellectual property and the importance of these to learning designers. There is an examination of culturally relevant pedagogies and learning designs.
Assessment
Assessment task 1: Infographic
| Objective(s): | c and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||
| Length: | 1600 x 800 pixels (or similar) | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Reflection and Evaluation
| Objective(s): | a, b, 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
Astobiza, A., Toboso, M., Aparicio, M., Ausín, T., López, D., Morte, R., Pons, J. (2019). Bringing inclusivity to robotics with INBOTS Nature Machine Intelligence 1(4), 164-164.
Brand, S., DeRosa, L. (2019). Universal Access Through Inclusive Instructional Design. Routledge.
Chou, H., Chen, C. (2016). Beyond identifying privacy issues in e-learning settings – Implications for instructional designers Computers & Education 103, 124-133.
Ifenthaler, D., Schumacher, C. (2016). Student perceptions of privacy principles for learning analytics Educational Technology Research and Development 64(5), 923-938.
Ifenthaler, D., Tracey, M. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: implications for the field of educational technology Educational Technology Research and Development 64(5), 877-880.
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.
Reedy, A. (2019). Rethinking online learning design to enhance the experiences of Indigenous higher education students Australasian Journal of Educational Technology 35(6), 132-149.
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.
Tobin, T. (2019). Reaching all learners through their phones and universal design for learning Journal of Adult Learning, Knowledge and Innovation (1), 1-11.
West, R. E. (2018). Foundations of Learning and Instructional Design Technology. EdTech Books.