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.”
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
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…
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)
46. …the old ‘pump, pump, dump’
model of pedagogy still dominates practice
The uncomfortable reality is…
47.
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).
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.