Learning design process

The Typical LD Process
graphic to illustrate cyclic, iterative process

Understand the learning need Content: rationale for need of this focus, focus groups, student interviews, observations, example questions, learner  characteristics Content: clarification of learning goals AND clarification of goals of design project, analyzing the context for learning, working with where teachers are at, assessment, examples Content: focus on tasks and interactions as opposed to focus on content, include reference to learning theory, assessment, examples. Content: use of resources and tools as opposed to content creation, adapting materials, providing learner support, uses of social software and relation to learning design, examples. Content: who can be involved, benefits of team work, possible roles, examples
 * Ensure learners drive the design.
 * Establish what teachers want to achieve
 * Ascertain what students need to DO to meet learning goals
 * Identify what resources are available.
 * Decide on design team

Design to facilitate learning

Content: matching understanding of teaching and learning (pedagogy) to learning needs, rationale for teaching and learning strategies, content analysis and structuring of resources, role of learning theory, need for trial and error, iterative nature of design. Content: ways media can support learning, discussion re need for interaction, use of social software tools, visual representation, voice, narrative, role of creativity Content: value of prototyping, testing, use of feedback Content: notional learning hours, analysis of course components, workload calculations Content: discussion re scoping, budgeting, relation to design plan Content: pedagogical, technological, contextual/practical constraints Content: Outline for written plan, revised cfdl blueprint, examples
 * Arrive at solutions to the learning ‘problem’
 * Decide on use of media.
 * Create a representative sample or prototype for critique/evaluation
 * Calculate workload for learners and teachers.
 * Plan to manage the design and development
 * Articulate constraints that may impact the design.
 * Write a design plan.

Make the design a reality

Content: how materials differ from traditional teaching resources Content: pros and cons of template use (“tension between standardisation and creativity that is underscored using templated design”), examples Content: working with subject experts, web-developers, visual designers or whoever is available, to co-ordinate development of learning resource, use of design plan ''Content: role of LMS or other, clarification of roles ''
 * Design to accommodate distance
 * Create ‘templates’ for developing resources as required
 * Co-ordinate team members
 * Organise for management and administration of course

Use the designed resource

Content: professional development options
 * Provide advice as teaching ensues
 * Make changes or adjustments (pedagogical and/or technical) as required

Reflect on the design


 * Collect information about the impact and effectiveness of the design

Content:types of data for feedback, collection of data, reporting, research opportunities, examples
 * Reflect on the process