Topic outline

  • SECTION 3: Learning by design


    Screenshot of the Learning Designer Tool

    • Introducing the Learning Designer

      Competence: In this section, we will gain an understanding of a way learning can be designed.

      The outcomes for the section: 

      1. To design a limited learning intervention using the learning designer tool.
      2. To share a copy of your design with colleagues asking for feedback.

      Activities in this section:

      1. A reflective survey where we ask: What steps would you normally follow to design a short learning intervention (e.g. to get vocational students to understand the various hazards they may encounter in their workplaces)? 
      2. We will watch a video to understand how to use the Learning Designer platform available to us.
      3. We will briefly review Bloom's Taxonomy of educational learning objectives.
      4. In a forum activity, we will share some of the links to pages and videos and share some ideas we picked up on the ways that people learn.
      Assignment for this section:

      The assignment for this section will be a rated forum activity. We have to design a limited learning intervention (A lesson of about forty to eighty minutes) to help an imaginary group of vocational learners, (16 years and older) to identify and manage workplace hazards. We have to use each of the six learning types in a balanced way (that makes sense) and share it on the forum asking for comments from colleagues or other participants. 


    • Forum icon
      Reflect Forum
      View Make forum posts: 1

      What learning activities do you mainly rely on to get your learners to learn? How do you decide which activities to slot in where and when? Do you sometimes feel unprepared? Please share.....

    • Page icon
      Article: The Learning Designer Page

      Knowing how to design a learning intervention is as important for an educator as it is for someone designing a house before attempting to build it. Open the article and watch the video...

    • File icon
      Learning Designer File
      128.4 KB PDF document Uploaded 20/05/21, 08:10
    • Page icon
      Article: Reviewing Bloom's Taxonomy of Learning Outcomes Page

      Without a clear picture in your head of the outcomes you want your learners to achieve, it will be hard to decide what learning experiences to design for them.  Open this article and refresh your memory on Bloom's Taxonomy...

    • Forum icon
      Please-share Forum
      View Make forum posts: 1

      After watching the video above, please explore some other sites and ideas on the topic of How do People design for learning? What challenges do practitioners face when designing learning interventions? Please share....

    • Forum icon
      Your second assignment Forum
      View Make forum posts: 1 Receive a grade
    • Quiz icon
      Quiz 3
      View Receive a grade Receive a passing grade

      Please answer the five questions in this quiz for a total of five points. You need four out of five to complete this activity.

    • SUMMARY

      Any activity that has value requires planning. Teaching is one the most value-adding activities on the planet and therefore does require careful planning. The University College, London's learning lab has made the Learning Designer platform available for anybody to use. The platform is equally useful for online, blended, or purely face-to-face interventions.

      Before you start your learning design, carefully consider the outcomes you want your learners to achieve. Bloom's Taxonomy of learning objectives is valuable in this regard.

      As you design each step of the session you can specify the type of learning activity, duration, group size, teacher presence/or not, online/or not, synchronous/or not, and any resources to be attached. The ‘designed time’ is tracked, along with pie charts and bar charts showing the nature of the learning experience you’re designing, in the Analysis tab. This helps you review and revise your design.

      Conclusion

      At this point you should have the following in place:

      1. You should have downloaded the DigCompEdu competence framework and completed the online "Selfie".

      2. You should have been introduced to Moodle and have a Moodle course of your own that you can experiment with. You may even have shared a link to it to some of your fellow participants to show of your skills.

      3. You should know how people learn according to Laurillard's conversational framework.

      4. You should know how teachers plan their teaching sessions (online or face-to-face) using the Learning Designer platform.

      If you completed the two assignments, three quizzes, and Course Feedback below, you will be awarded the DigCompEdu Orientation badge.

      Next

      This concludes this introductory orientation course. Please look out for the next course in the program "Professional Engagement".  The following competencies will be covered in it: (An e-mail will be sent to participants when becomes available.)

      • Organisational Communication
      • Professional Collaboration
      • Reflective Practice
      • Digital Continuous Professional Development