010308 Work: Learning Design Project
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 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.
Description
In this capstone subject to the Graduate Certificate in Learning Design, students put the skills and knowledge that they have developed in other subjects into practice via a comprehensive learning design project. Students work with an organisation/ subject matter expert (from industry or UTS) in order to propose and then develop a learning design solution to a scenario. It is recommended that this subject is completed last in the Graduate Certificate.
Subject learning objectives (SLOs)
| a. | Employ a variety of skills in order to communicate with stakeholders in design discussions. |
|---|---|
| b. | Prepare and formulate learning designs to meet specified needs suitable for professional contexts. |
| c. | Incorporate feedback into designs and then justify the design decisions made to stakeholders. |
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)
- 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)
Students learn about working with stakeholders and subject matter experts. Students cover communication skills, including pitching, preparing and receiving feedback. They practice managing projects and other collaborators. Students examine case studies of learning design projects, and consider what they need to know about pursuing a career in learning design.They consider ways to work ethically with different stakeholders, including Indigenous groups. Finally, there will be a discussion of further opportunities in learning design, and ways to develop networks and career opportunities.
Assessment
Assessment task 1: Peer/Industry Critique
| Objective(s): | a and b | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||
| Length: | 500 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Pitch, Project and Evaluation
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 70% | ||||||||||||||||
| Length: | This will be determined by the nature of the learning design that a student produces. | ||||||||||||||||
| 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
Ertmer, P. A., Quinn, J. A., & Glazewski, K. D. (Eds.). (2019). The ID casebook: Case studies in instructional design. Routledge.
Keppell, M. (2004). Legitimate participation? Instructional designer-subject matter expert interactions in communities of practice. In EdMedia+ Innovate Learning (pp. 3611-3618). Association for the Advancement of Computing in Education (AACE).
Larson, M. B., & Lockee, B. B. (2009). Preparing instructional designers for different career environments: A case study. Educational Technology Research and Development, 57(1), 1-24.
Moller, L. (1995). Working with subject matter experts. TechTrends: Linking Research and Practice to Improve Learning, 40(6), 26-27.
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.
Wiley, D. (2016). Project management for instructional designers. Wiley.