A sample education design summary - JCU 2019

2. “
”
ACTIVE LEARNING PROVIDES POSSIBILITIES
FOR BOTH STUDENTSANDTEACHERSTO
REDEFINE LEARNING IN HIGHER EDUCATION
ANDTO MOVE BEYOND COMFORT ZONES
INTO COLLABORATIVE LEARNINGAND CO-
CREATIONOF KNOWLEDGE.
HORIZON REPORT 2019
1. STUDENTS MUST BE INVITED TO BECOME ACTIVE PARTNERS IN LEARNING, EVEN IF ACTIVE LEARNING CANNOT
CHANGE THE FACT THAT MANY UNIVERSITY TEACHERS TAKE ON THE ROLE OF GATEKEEPERS OF EDUCATION.
2. COMPREHENSIVE AND INNOVATIVE (RE)DESIGN PROCESSES ARE NEEDED, FOR CURRICULUM, TEACHING
APPROACHES AS WELL AS THE LEARNING ENVIRONMENT.
3. UNIVERSITIES NEED TO EMBRACE AND EXPAND THE CONCEPT OF ACTIVE LEARNING BY APPRECIATING THEIR
POSITION AS PART OF LEARNING COMMUNITIES

3. EDUCATIONAL DESIGN –
PROJECT APPROACHES
• USER EXPERIENCE
DESIGN
• UNDERSTAND
• RESEARCH
• ANALYSE
• DESIGN
• LAUNCH
• ANALYSE AGAIN
• DESIGNTHINKING
APPROACH
• PREPARE
• POINT OF VIEW
• IDEATE
• UNDERSTAND
• PROTOTYPE
• VALIDATE
• SCALE

4. KOTTER’SCHANGE MANAGEMENT

5. BIGGS CONSTRUCTIVE ALIGNMENT

6. CONNECTED LEARNING

7. FINANCIAL PLANNERS' MOMENTOFTRUTH
ARRIVESWITH NEW REGULATOR FASEA
HTTPS://WWW.ABC.NET.AU/NEWS/201
9-12-31/FINANCIAL-PLANNERS-
MOMENT-OF-TRUTH-ARRIVES-NEW-
REGULATOR-FASEA/11796254

8. GRADUATE DIPLOMA FINANCIAL
ADVISING 2020
An 8 subject AQF 8 post graduate course being
designed for a 6 week online carousel model of
delivery.
Client group – existing and emerging financial
advisers who require a post graduate
qualification by 2024 for FASEA accreditation.
POV: this online student is an active participant
in their learning experience

9. UNDERPINNING RESEARCH:
• “Bruner,Vygotsky and Piaget theorists who supported the
concept that learning is enriched when it includes
collaborative and learner engaged instructional
approaches” Conrad and Donaldson page 4
• George Siemens and Stephen Downes the leading
advocates for “connectivism” the theory of how learning
happens in a digital age, learning and knowing are
constant ongoing processes , online learning is not a linear
path from instructor to student it is cyclical, learners
connect to networks share and find new information,
modify their beliefs on the basis of new learning and will
then connect to a network to share these realizations and
find new information once more.
• Guide on the side: Siemens and Bonk – recommend a new
instructional approach with the instructor in dual roles,
knowledge expert and guide facilitating learner discovery
• Barkley - for the learner motivation and active learning
work together synergistically and as they interact they
contribute incrementally to increase engagement
1. DESIGN IS AN ITERATIVE
PROCESS BEST CONDUCTED
IN A CONNECTED
COLLABORATIVE WAY
2. CONSTRUCTIVE
ALIGNMENT OF ALL SUBJECT
ELEMENTS
3. PEDAGOGICAL FOCUS

10. THE STORY SO FAR…WITH
UNDERPINNING RESEARCH:
• Clarify the subject learning outcomes – CSDB accuracy
• Align the subject to the relevant course learning outcomes
• Brainstorm the skills, knowledge and attitude needed to achieve the
subject learning outcomes
• Draft relevant assessment ideas that will measure the attainment of
the subject learning outcomes/draft rubrics
• Consolidate skills knowledge and attitudes into topics
• Draft AQF aligned (blooms informed) topic learning outcomes
• Design the learning journey for each topic using sustainable
curriculum design with an agreed pedagogical focus
• Connect – social , cognitive and professional
• Communicate - review, collate and curate communication
skills
• Collaborate to consolidate competence and coach in peer
partnerships
• Create – new knowledge skills and attitudes into assessment
activities and tasks
• Get feedback
• Collaboratively review and refine using the design team skills and
knowledge
1. Design is an iterative process best
conducted in a collaborative way
2. Constructive alignment of all subject
elements
3. Pedagogical focus
connected learning
Scenario based
Assessment aligned
subject rubric based on the
5c’s

11. CBLG PROCESS – COURSE – SUBJECT DESIGN
1. Identified subject course development
2. Meet with developer
3. Use CBLG design template – prepopulate CSDB information
4. Develop assessment
5. Identify skills knowledge and attitudes required to achieve SLO’s and assessment
6.Collate these into topics
7. Design topic learning outcomes
8. Identify and plan the learning journey activi5ies
9.Review and update
10.Develop ultra design
11.Review

12. DESIGN ELEMENTS
Introduction –
• Situate the topic in the subject
relate to relevant SLO’s, align
with future topics,
contextualize with current
events/research
• Connect learner to the topic
• (focus activity ideas ( JCU
curriculum framework and
blended learning
standards, blended flow
toolkit and learning design
tools)
Student learning journey
1.Design the student activities around
resources and ensure learning
purpose and instructions are clearly
articulated
2.Design application activities and
practice opportunities including
collaboration and peer coaching
3.Provide feedback loops
4.Enable learner to identify and reflect
on topic learnings and align with
assessment development
5.Transition to next topic

13. UNDERPINNING DESIGNTHEMES:
• Transformational learning- mental
construction of experience , inner meaning
and self reflection
• Supportive environment and clear
expectations
• Recognise and reorient prior learning and
experiences – self assess
• Assess early and reward and provide
prompt feedback, building in choice and
reflection on the learning
• Authentic learning and assessment -
demonstrate the relevance of the material
and learning activities to real world
application current and future
1. Design is an iterative
process best conducted
in a connected
collaborative way
2. Constructive
alignment of all subject
elements
3. Pedagogical focus

14. Post graduate carousel design elements –
FinancialAdvising Graduate Diploma

27. The 8 subjects in the graduate diploma of financial advising
are still under development and further consultation with
academic head, academic developer and the CBLG Business
online technical officer to consolidate design elements and
clarify topic learning outcomes, assessment design and ultra
folder/page structure will occur in January 2020.
A work in progress for a new and exciting sustainably
developed product moving forward.