Learning Design

All learning programmes, courses and modules were built upon Design. That said, a lot of design in university learning has historically happened in an adhoc manner by simply carrying on traditional methods, acting upon tacit assumptions about what is appropriate or possible or by reacting narrowly to constraints of place and time.

The idea of foregrounding learning design as part of course planning has become imperative in an age of expanded learning environments, delivery mechanisms, interactivity and availability of resources. Learning design shapes individual lectures, reading lists and  assessments on a theme into a cohesive, coherent and holistic package of learning. 

There is some confusion around the relationship between Instructional Design and Learning Design. 

Instructional Design (ID) developed as a systematic approach to training, based around analysis of learning needs and instructional theory to build specifications to meet those needs. To some in education, this seems too rigid a methodology, especially for more nuanced and conceptual learning. However, there is much overlap and blurring now between the use of the terms. Some of the ID rigour has been adopted into Learning Design, primarily in recognising the need to identify and articulate needs and goals and to tie objectives, resources, activities and assessments together.

More information about learning design and instructional design:

• Approaches to learning design (Jisc)
• A Quick Guide to Four Instructional Design Models

In this Unit, we introduce you to some useful resources for teaching online effectively.

Active Learning

For most learning situations these days, we strive for active and engaged learning. This often means:

• variety: providing a range of different modes and activities
• engagement: providing assignments and activities that require students to engage with the materials beyond passive absorption
• interaction: providing opportunities for students to discuss concepts and processes and work together (collaborate) on assignments, as well as interact with teachers
• personalisation: providing activities, as far as possible, that fit with students' own learning styles, preferences and needs (often through variety).

Here's some advice from the University of Minnesota: