Learning Design for Student Success: The Good, the Bad and the Ugly
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The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.
Learning Design for Student Success: The Good, the Bad and the Ugly
- 1. Learning Design for Student Success: The Good, the Bad and the Ugly
- 2. #RIDE2018
- 3. @mbrownz Learning Design for Student Success: The Good, the Bad and the Ugly
- 5. Learning Design for Student Success
- 6. 1. Power presentation 2. Critical dialogue 3. Open workshop What Genre? @mbrownz
- 7. “Learning Design is a bit like teenage sex. Everybody says they're doing it but in reality very few really are; and those who are doing it aren't doing it very well.”
- 8. Learning design is about engaging and challenging mindsets
- 9. 1. The Good
- 10. ‘… an all encompassing term to cover the process, representation, sharing and evaluation of designs from lower level activities right up to whole curriculum level designs’. Learning design is… - Micro designs - Meso designs - Macro designs (Conole, 2010)
- 11. ‘A key principle of learning design is to help make the design process more explicit and shareable’ (Conole, 2010, p.482).
- 12. The best courses result from following a clearly defined design process
- 14. OTARA • Objectives • Topics • Activities • Resources • Assessment
- 15. http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/ Renewed focus on designs tools…
- 17. Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2), 227-246. Calculating the costs of pedagogy…
- 19. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Physical Virtual Digital Leakage
- 25. 2013
- 31. Conceptualise What do we want to design, who for and why? Consolidate Evaluate and embed your design The 7Cs Design Framework
- 34. 2. The Bad
- 36. The design process and related tools often oversimplify the complexity of teaching and learning
- 37. Performance is in the Network Success is Complex
- 38. “Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single- mindedness can be trusted to make even the best educational ideas fail”. (Sfard, 1998, p.11)
- 40. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist) Design compass…
- 42. Theory Practice
- 46. …the old ‘pump, pump, dump’ model of pedagogy still dominates practice The uncomfortable reality is…
- 48. Trowler, P., Ashwin, P. and Saunders, M. (2014). The Role of HEFCE in Teaching and Learning Enhancement: A Review of Evaluative Evidence. The Higher Education Academy, p.16. Bolting or Embedding?
- 49. "Using new digital technology to improve education is not rocket science... it is much, much harder than that” (Diana Laurillard, 2009).
- 50. 3. The Ugly
- 54. 2.7%
- 55. Woodley, A., & Simpson, O. (2014). Student dropout: The elephant in the room (pp. 459-483). In O. Zawacki-Richter & T. Anderson (Eds.). Online distance education: Towards a research agenda. Athabasca: AU Press.
- 57. A conclusion is the place where you got tired of thinking Finally…
- 58. Go raibh maith agaibh! Thank you