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Biesta did not believe in traditional education he believed there was more to education than just the transaction of knowledge with 3 main points,

qualifications- the receiving of knowledge.

socialisation- the learning of tradition, values and cultural behaviours.

subjectification- the way your influence has impacted the student progressively or not.

Biesta critiques "measurement culture" and the normalisation of standardised testing.

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Ken Robinson (2019) believes there is a need for the education system to be transformed. Robinson believes the education system needs to grow to include students with all talents. This being said due to lack of growth within the education system and outdated focus, schools are falling behind the real world, which is why a push for evolution in this sector can be important.

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The impact of technology and future learning

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The impact of technology and future learning

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Robinson (2019) believes technology co-siding with education could reconstruct the education system. this could create many new learning opportunities for students giving them greater access to education. Robinson believes this will move away from strict structures we have now and will allow for more student based avenues that cater to students needs

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from this week looking at a traditional approach and a technology based approach to education, there are positives and negatives to each. For example, traditional education has face to face connection and allows for more discipline, whereas technology based can give students more personalised learning with some flexibility

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during this section there will be discussions on digital education and what that could mean for the future

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Why Technology Can't Fix Education | Mary Jo Madda | TEDxChicago

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What is Learning Design?

Learning design is the planning of learning experiences using theory to guide the structure, content and delivery of education. It is more than lesson planing it is a reflective process of working out how students engage with material, other students and teachers to meet learning goals.  learning design becomes even more vital, in the digital space helping teachers create engaging, and inclusive online environments. Perna s, Nunziante p (2021)

Reflecting through my learning on module, I’ve come to understand that learning design isnt about how you deliver content it is about shaping the learner journeys. As someone who wants to be a teacher in digital environments, this perspective will show how I approach course and the learner experience.

Why is Learning Design Important?

Learning design plays an important role in improving learner engagement,  and achievement. In digital education, where learners often study in their own time and with minimal face-to-face interaction, well-structured and clear communication learning pathways are important. Without intentional design, learners could become overwhelmed.

incorporating a balanced range of learning activities social, cognitive, and emotional leads to improved outcomes. This shifted my perspective I now see digital learning as a space to have community, and self-reflection. (Hall, 2007)

What Does the Academic Literature Say?

By Laurillard’s Conversational Framework fosters active, reflective learning through structured dialogue and feedback, this imrpoves student engagement and development. However, it can be challenging to use in large classes and may depend on students’ motivation and digital literacy. (Jabr, 2023)

What Models and Theories Exist?

Several models provide guidance and theorys. Laurillard’s Conversational Framework emphasises dialogue and feedback between students and peers. ABC Learning Design  Categorises learning activities into six types acquisition, collaboration, discussion, investigation, practice, and production. This has been useful in creating balanced and engaging learning sequences in digital contexts. Community of Inquiry (Garrison et al., 2000) Focuses on teaching presence, social presence, and cognitive presence, all of which must be designed into online courses.

Through reflection, I saw how these models connect directly to real-world teaching. I applied ABC Learning Design to analyse an online lesson I recently delivered and noticed it was heavily weighted toward content acquisition. As a result, I added a collaborative element using Microsoft Teams breakout rooms in a subsequent session This adjustment significantly improved student engagement.

How Does Learning Design Relate to Digital Education?

Digital education presents its own challenges and opportunities. Learners are often isolated, which means that clear structure, prompt feedback, and meaningful interaction are important. Good learning design compensates for the lack of a physical classroom by creating connection.

research shows that digital courses often lack social learning elements. I experienced this myself during an online workshop I went to while content delivery was effective, students felt feelings of disconnection. This let me reflect on how I could incorporate more community-building activities, such as  group projects.

I also recognised that inclusivity in digital learning design is vital. Drawing on Universal Design for Learning (UDL) principles, I now consider engagement, representation, and expression in my practice, ensuring all students, regardless of background or ability, can access and benefit from the material. (Ismailov and Chiu, 2022)

Theory into Practice: Personal Development

Throughout this module, I have developed an understanding of how theory informs practice and how reflective design choices impact learner outcomes. Moving forward, I will continue to use reflection as a tool to refine my work. I recognise that learning design is not static it must evolve with student needs and technology, Issues of social justice, such as access and participation, will remain important to how I approach course design.

Conclusion

Learning design is important to effective digital education. It requires thoughtful application of theory, awareness of context, and a commitment to  reflection. Through models such as ABC Learning Design and Laurillard’s Conversational Framework, teachers can create purposeful, inclusive learning environments that empower all students. This journey has changed how I understand learning design.

References

Jabr, F. (2023). John A. Long - Publications List. Publicationslist.org, 14(6).https://figshare.le.ac.uk/articles/thesis/The_Effect_of_Applying_Laurillard_s_Conversational_Framework_LCF_on_the_Development_of_Writing_Skills_Perceptions_and_Engagement_of_Students_in_a_Middle_East_Context/10207154/1?file=18400637

https://www.researchgate.net/profile/Pietro-Nunziante-2/publication/356218445_Collaborative_Learning_Design_Workshops_for_Innovation_in_TeachingLearning/links/6539a4f573a2865c7ad338c5/Collaborative-Learning-Design-Workshops-for-Innovation-in-Teaching-Learning.pdf

Hall, A. (2007). Exploring Modern Vygotskian Perspectives International Workshop. core, [online] 1(1). Available at: https://core.ac.uk/download/pdf/36977523.pdf.

Ismailov, M. and Chiu, T.K.F. (2022). Catering to inclusion and diversity with universal design for learning in asynchronous online education: A self-determination theory perspective. Frontiers in Psychology, 13(1). doi:https://doi.org/10.3389/fpsyg.2022.819884.