Lessons about learning design in online environments: Seminar – 17 April 2018
15 March 2018
Learning design can play a significant role in students’ learning experiences, and is particularly critical in an online learning context; however, university educators may find it difficult to design for online experiences. Join CRADLE’s A/Prof. Margaret Bearman as she shares lessons about learning design in online environments from the Degrees @ FutureLearn project, along with possible implications for assessment and feedback.
| When? | 2.30 pm to 3.30 pm, Tuesday 17 April 2018 |
| Where? | Deakin Downtown – Level 12, Tower 2, 727 Collins Street, Melbourne (Collins Square). VMP and on-campus options are also available |
| Catering? | Afternoon tea will be provided |
| Cost? | This is a free event |
| Register? | Register here! |
Learning design is particularly critical in online education, as teaching processes are mediated by structured technological signals. However, university educators do not consider themselves as designers (Bennett, Agostinho & Lockyer 2017) and may struggle to design for online experiences. ‘Design patterns’ (Laurillard 2013) can be used to capture key activities to support educators, with the added benefit of students experiencing a familiar sequence of interactive tasks.
The Degrees @ FutureLearn project provides a valuable case study of an institutional approach to learning design. A range of data, including interviews, surveys and enrolment data, illustrates the relationship between learning design and learning experience. The overall design appeared to substantively improve retention rates. However, specific design patterns both enhanced and constrained learning. For example, the stepwise design of short sequenced pieces was welcomed by some students, enabling them to move logically through the material, whereas others felt it reduced the challenge of the learning experience. We discuss possible means of designing around the constraints in order to enhance student learning into the future. Implications for assessment and feedback will also be explored.
Margaret is an Associate Professor (Research) within CRADLE. Over the course of her career in health professional and higher education, Margaret has written over 70 publications and received over $7.5 million in research and development funding. Margaret’s research interests include: assessment design; work-based feedback; simulation and digital technologies; sociomateriality; and educational workforce development.
