Learning Design

Designing Computer Games for Adult Learners

by Nicola Whitton

Co-authored with Alison Crerar

A Pedagogical Framework for Embedding C&IT Into the Curriculum

by Martin Oliver

Conole, G. & Oliver, M. (1998) A Pedagogical Framework for Embedding C&IT Into the Curriculum. ALT-J: Research In Learning Technology, 6 (2), 4-16.

This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into... more This paper proposes a methodology for effectively embedding communication and information technologies (C&IT) into the curriculum. This builds on existing frameworks for designing courses involving C&IT. A hypothetical illustration of this process is provided, and issues relating to the adoption and application of the methodology are identified.

MAP 1: Investigative Designing

by Stanislav Roudavski

Cite as: Roudavski, Stanislav, ed., (2011). MAP 1: Investigative Designing (Melbourne: University of Melbourne, Melbourne School of Design)

A book showcasing ideas, projects, designs and courses united by the theme of Investigative Designing (and digital... more A book showcasing ideas, projects, designs and courses united by the theme of Investigative Designing (and digital architectural design). Realised at the Faculty of Architecture, Building and Planning, University of Melbourne.

Paper copies can be purchased here: http://www.bookshop.unimelb.edu.au/bookshop/p?8880000451055

The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design

by Stanislav Roudavski

WITH PRESENTATION SLIDES. Cite as: Roudavski, Stanislav and Anne-Marie Walsh (2011). 'The Headspace Project: Computer-Assisted Fabrication as an Introduction to Digital Architectural Design', in Circuit Bending, Breaking and Mending: Proceedings of the 16th International Conference on Computer-Aided Architectural Design Research in Asia, ed. by Christiane M. Herr, Ning Gu, Marc Aurel Schnabel and Stanislav Roudavski, pp. 579-588

Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in... more Written for architectural educators, this paper discusses whether digital fabrication can be usefully employed in early architectural education. The paper uses examples from a course that aims to introduce the fundamentals of digital architectural design to first-year students. To achieve this, the course integrates digital fabrication as the core element of the production workflow. Challenging but rewarding, early adoption of digital fabrication exposes students to the process- and material-based thinking of contemporary architecture at a time when they form lasting attitudes to designing.

Selective Jamming: Digital Architectural Design in Foundation Courses

by Stanislav Roudavski

Cite as: Roudavski, Stanislav (2011). 'Selective Jamming: Digital Architectural Design in Foundation Courses', International Journal of Architectural Computing, 9, 4, pp. 437-461

This article considers how the concepts and practice of digital architectural design can influence early architectural... more This article considers how the concepts and practice of digital architectural design can influence early architectural education.The article approaches this topic through one example, the Virtual Environments course – a constituent of the Bachelor of Environments program at the University of Melbourne.The institutional remit of this course is to introduce first-year students to the roles of design representation. However, recently, the course developed to encompass these pragmatic educational aims and began to question canonical attitudes towards architectural education and practice.At the core of this course are the notions, methods and skills of digital architectural design, understood not as a stylistic option or as a novel paradigm, but as a catalyst for creativity, experimentation, critical thinking and the sustained growth of creative communities.

2005 Learning styles and design process

by Hilaire Graham

Presented at 10th Annual Conference of the European Learning Styles Information Network, ELSIN Conference Proceedings, 13-15 June 2005, University of Surrey, Guildford ISBN 1-84469-008-3

Developing a link between processes of learning and the discipline specific process of design may support an improved... more Developing a link between processes of learning and the discipline specific process of design may support an improved student learning experience. Learning style theory suggests a learning cycle, an iterative process that is similar to the design process learned by architecture students in design practice.

A process of learning can be used by academics/teachers to direct and to reinforce the acquisition of knowledge by architecture students in the specific learning situation of the design studio. In architecture, the concept of an iterative design process for design problem-solving is a key paradigm. An activity process model is generated to inform the design of modules that explore design process in design problem-solving. Problem-solving assessment activities are framed to reinforce various learning styles as design process is explored.

Student reflection via module feedback suggests that learning about design process is taking place. Teacher reflection on teaching and learning activities through evaluation of student feedback has repercussions on the further design of assessment to support an improved student learning experience.

The implementation of the study thus far describes how the activity process model is translated into tasks for students to engage in; the study needs to develop to a further stage to obtain more results that demonstrate learning is taking place and improving the student learning experience.

2003 Skilling up Improving Transition to University

by Hilaire Graham

Presented as part of Conference ProceedingsCIBW89 International Conference on Building Education and Research BEAR 2003, pp754-765, 9-11 April 2003, Salford ISBN 1-900491-90-7]

ABSTRACT: Part of studying at university is about acquiring new skills and developing previously acquired skills. The... more ABSTRACT: Part of studying at university is about acquiring new skills and developing previously acquired skills. The way that students go about learning is an acquired skill that requires further development. The concept of ‘learning styles’ provides a means of considering existing skills and directing development of these and new skills. Increasing student awareness and understanding of learning styles might assist the process of transition to university.
The current use of learning styles testing was reviewed, the range of learning styles tests evaluated, the delivery mode considered, and a podule introducing learning styles developed for use by academic staff with students. The presented results focus on the implementation of the podule (staff feedback) and its usefulness (student feedback). An indication of student learning style preferences by subject group is introduced. The researchers include academic staff from the Faculty of Technology at the University of Plymouth. The results of the podule implementation and evaluation will be used by the Education Development Unit with a view to making the podule available university- wide.

Design by Numbers: A Rubric to Aid Course Design

by Joyce Seitzinger

Report of the Results of An IMS LEarning Design Expert Workshop

by Francis Brouns

Supporting "Learning by Design" Activities Using Group Blogs

by Konstantinos Tatsis

Published in 'Educational Technology & Society', 2008.
Co-authored with G. Fessakis and A. Dimitracopoulou

The paper presents a case study of the educational exploitation of group blogging for the implementation of a... more The paper presents a case study of the educational exploitation of group blogging for the implementation of a “learning by design” activity. More specifically, a group of students used a blog as a communication and information management tool in the University course of ICT-enhanced Geometry learning activities. The analysis of the designed learning activities, the blog content and log files, as well as the points of view of the students (via a questionnaire and a group interview) expressed upon completion of the activity gives significant findings supporting the researchers’ initial hypotheses about the potential of blogs’ educational applications. Blogs combined with a proper pedagogical approach such as ‘learning by design’ enable teachers to offer high quality learning experiences to their students.

Communication design and theories of learning

by Brad Mehlenbacher

Mehlenbacher, B. (2008). Communication design and theories of learning. SIGDOC’08: The 26th ACM International Conference on Design of Communication Proceedings. Lisbon, Portugal: ACM, 139-146.

This paper provides a brief overview of the ill-structured information spaces that communication designers create and... more This paper provides a brief overview of the ill-structured information spaces that communication designers create and inhabit, highlighting the need for a research-based understanding of learning. A sociocognitive approach to learning that benefits from the strengths of cognitive and social perspectives is described. As a complex learning activity, communication design and use demand creative, multidisciplinary approaches to data collection, analysis, and interpretation.

Mapping Pedagogy and Tools for Effective Learning Design

by Martin Oliver

Conole, G., Dyke, M., Oliver, M. & Seale, J. (2004) Mapping Pedagogy and Tools for Effective Learning Design. Computers & Education, 43, 17-33.

A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of... more A number of pedagogies and approaches are often quoted in the e-learning literature – constructivism, communities of practice, collaboration – but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.

Falconer, I, Finlay, J & Fincher, S, ‘Representing Practice: Practice models, patterns, bundles…’ Learning, Media and Technology, Volume 36 Issue 2, (2011) 101-127

by Isobel Falconer

Mod4L final report: Representing learning designs

by Isobel Falconer

Designing for active learning: A conversation

by Marg O'Connell

O'Connell, M. and Sharma, U. (2004) Designing for active learning: A conversation, Knowledge Tree Edition 6.

This article "Designing for active learning: A conversation" describes collaboration between a lecturer and... more This article "Designing for active learning: A conversation" describes collaboration between a lecturer and an educational designer to apply practical, reflective processes to the redevelopment, for online learning and teaching, of a Masters of Education unit. This systematic process occurs within a reflective action framework. The article provides insight into the possibilities and advantages of bringing teachers and designers together to improve practice and will strike a chord with teachers just setting out into the "online unknown".

Designing for learning: action reflections

by Marg O'Connell

Sharma, U. and O'Connell, M. (2007). Designing for learning: action reflections, Reflective Practice, Vol 8, Issue 3, August 2007, pp.433-446.

This paper discusses the authors’ reflections on the development of a Masters unit in the Faculty of Education. This... more This paper discusses the authors’ reflections on the development of a Masters unit in the Faculty of Education. This development, driven by a reflective action framework based on Kemmis and McTaggart’s (1988) action research spiral, is measured by a qualitative evaluation using three distinct viewpoints; lecturer, educational designer and student. The unit evaluation highlights our ‘thematic concerns’ of student centredness, reflective practice and designing for active learning as being a cyclical ‘action’ process. This paper explores the journey taken by the lecturer and educational designer from concept to delivery and the lessons learned through the evaluation of the collaborative and reflective development process. The paper is a follow up to a previous paper that described the development of the unit.

Aligning intellectual development with curriculum, instruction and assessment

by Robert Parkes

Published as: Cantwell, R. H., Scevak, J., & Parkes, R. J. (2010). Aligning intellectual development with curriculum, instruction and assessment. In R. H. Cantwell & J. Scevak (Eds.), An academic life: A handbook for new academics (pp. 16-24). Camberwell, VIC: ACER Press.

University curriculum is complex and abstract - indeed, it becomes increasingly more complex and abstract as students... more University curriculum is complex and abstract - indeed, it becomes increasingly more complex and abstract as students progress through their degree programmes – third year is, or should be, more abstract and complex than first year. What kinds of intellectual demands typify academic learning, and how do these change over time? In understanding this, we are better able to align both our curricula and our teaching to the needs of our students at different stages of their learning.

The tutorial as cognitive apprenticeship: Developing discipline-based thinking

by Robert Parkes

Published as: Parkes, R. J., & Muldoon, N. (2010). The tutorial as cognitive apprenticeship: Developing discipline-based thinking. In R. H. Cantwell & J. Scevak (Eds.), An academic life: A handbook for new academics (pp. 55-64). Camberwell, VIC: ACER Press.

Tutorials are a pedagogical cornerstone of on-campus academic learning environments. They are frequently constructed... more Tutorials are a pedagogical cornerstone of on-campus academic learning environments. They are frequently constructed as the complement to a lecture program, and remain a default feature of contemporary courses in higher education. Their purposes are many and varied, and it is beyond the scope of this chapter to present the kind of comprehensive survey that would be required to do justice to the many forms and structures that tutorials take in the contemporary academy. However, one feature that all tutorials have in common, regardless of their structure, is the opportunity they provide for students to interact closely with a disciplinary expert. While we recognise this is not their only purpose, it is this opportunity presented by tutorials that we want to focus upon in this chapter. This way of thinking about tutorials builds upon the argument made in Chapter 4, where the concept of curriculum alignment was presented as the means by which learning experiences and associated pedagogies could be organised to facilitate the development of complex disciplinary understandings. We see the tutorial as an important space within which complex disciplinary understandings can be made visible through careful learning design. To make clear how tutorials might operate to build complex disciplinary understandings, we explore the tutorial within a learning design framework called “cognitive apprenticeship”.

Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject

by Elaine Huber

Borthwick, F., Bennet, S., Lafoe, G. & Huber, E. (2007). Journal of Learning Design, 2(1)

As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer... more As universities move towards more vocationally oriented courses, students expect pedagogic practices that make closer ties to potential workplaces. The pedagogical approach of authentic learning is well suited to this purpose as it proposes an apprenticeship-type model and a model that brings simulated work tasks into the classroom. In the social sciences, authentic learning is under-utilised and under-theorised as these subject areas do not fit easily into these models. An alternative model of authentic learning aims to offer students opportunities to ‘enmind’ the requirements of a discipline, be critically reflective about that discipline, and to develop the skills to bring the discipline into their subjective experience. Using this model for authentic learning as a starting point, the authors have examined the applicability of authentic learning to the social sciences, derived relevant design principles and applied these to produce a learning design for a sociology subject that can be tested and critiqued. The purpose of this paper is to present this learning design as a starting point for discussion about a new form of authentic learning.

Blended Learning Environments and Suggesstions for Blended Learning Design

by Funda Dağ

"Harmanlanmış (Karma) Öğrenme Ortamları ve Tasarımına İlişkin Öneriler", Funda DAĞ, Kırşehir Eğitim Fakültesi Dergisi (KEFAD), BÖTE 2011 Özel Sayı, Cilt 12 Sayı 2, Sf: 73-97, (2011).