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Recently the concept of "Learning Design" has gained momentum in the education space, mostly through discussions at conferences, webinars, ebooks, and more. Being topical though doesn't make it new, in fact the concept has been evolving since the early 2000's, deeply rooted in Design Thinking. So what is it? How is it different than what we had before? Why does Smart Sparrow care? Why should you care?

For many, it also means shifting focus from the teacher to thinking about learners first - who they are, what they know, how they think, and how to reach them effectively so they get the most out of their educational experience.

It's an intentional process that asks educators to think beyond "What do I need to teach?" and to carefully consider "What is the best way for my learners to learn and understand this concept?". It shifts the focus of education from simply delivering content to molding the full instructor-learner experience.

If instruction represents a form of delivery, and if we are beyond delivery, then we have reached a stage where we are beyond instruction.
-Rod Sims of Capella University

How is learning design different from instructional design?

You'll also often hear this field of work called " instructional design" - in fact, following industry standards at the time, we also used this nomenclature when we first began helping educators create courseware. But we quickly made the jump to "learning design".

Numbers represent search interest relative to the highest point on the chart for the given region and time. A value of 100 is the peak popularity for the term. A value of 50 means that the term is half as popular. A score of 0 means there was not enough data for this term.

Until not so long ago, the term "Instructional Design" perfectly captured the discipline. But in today's screen-centered world, learning has become a more complex collaboration between the instructor, the learner, and the medium. As learning resources, tools, and delivery methods evolve in our industry, so must our language to accurately describe the creation process.

This language shift seems slight and perhaps a tad pedantic, but we, along with a growing number of educators, believe it is an important distinction that keeps our work grounded and centered around what matters: the learners. While "instruction" focuses on the teacher, what they do, and how they convey material, "learning" focuses on the learner, what they do, and how they acquire knowledge. This distinction has been a force reminding us that our focus is on helping people learn, not just on delivering instructional materials.

Learning design, a quickly-growing field

Relying on the process of learning design can make a monumental difference in any environment: K-12, higher education, corporate training and development, sports team coaching...! If someone is learning, that experience can (and we'll argue "should") be carefully crafted to yield the best outcomes. It guides decisions in what materials and resources are needed, what activities will be most impactful, and how to structure each moment of the learner experience for the best results.

In a traditional face-to-face teaching environment, this process can happen (fairly more) naturally as the lecturer can witness first hand the reactions learners have to the experience being provided to them. However, as we enter the realms of the digital space there is a growing need for collaboration of instructors with roles such as learning designers, subject matter experts, engineers, UX designers and graphic artists to organize, design, and develop learning programs to make this happen.

Fun fact: Each year, we see more organizations hiring full-time learning designers and creating specialised teams often called courseware development teams that sit within Centres for Learning & Teaching or Learning and Development. For us, this shows a critical shift in how the market is thinking about the possibilities and impact of education. Teaching is not a solo sport anyone.

Focusing on Learner-Centered Design

Definition of Learner-Centred Design

Learner-centered design is the process of building learning experiences by focusing on learner challenges and building fitting solutions by working through an iterative process.

For most educators, you really can't discuss instructional design without quickly switching to the more specific topic of learner-centered design. The driving belief is that focusing instructional design projects on the needs, desires, and hopes of learners ensures that the project is successful.

Learner-centered design builds partially on the language and processes of human-centered design. It maintains people as the centerpiece and raison d'être throughout every moment of a project by continually asking, "Is this the best solution for my user?". In this way, creators avoid designing an unusable product or "cool" yet with unnecessary and incomplete features - ensuring that their final product is suitable for the needs of real people.

Learning Design is an iterative process, so if the process is started early there will be plenty of opportunities to refine the experience/idea before delivering it to learners. IDEO developed a very comprehensive Design Thinking for Educators Toolkit with plenty of activities, tools and methods that can be used to apply design thinking in this space.

Examples of Non-Human-Centered Design

1. Plane seats are getting smaller, allowing airlines to fit in more passengers and thus add to their profits.

2. Regular keyboards are becoming smaller and thinner to make portability easier, becoming less ergonomic

3. Old Plastic milk cartons made it easy to transport milk, however were not resealable making it very messy to store for the end user

At Smart Sparrow we see Learner-Centred Design as the balance between designing for positive educational outcomes (about which most education as in industry is completely obsessed with) and the process of getting there (which is more about the experiences that are meeting the needs and desires of the learners). This is a very subtle place to be, because you can create amazing experiences that learners love, that are not going to move the needle that much in terms of outcomes. Or you can focus on test prep and move the needle on outcomes offering a poor experience for learners. What we are looking to do is create experiences that keep an eye on both worlds.

Design is at the core of Smart Sparrow's Studio and we believe in the power of following a deliberate process to achieve just that. We continually reflect upon and tweak our learning design and courseware creation processes to improve our efficacy and impact. As such, our working systems have become a hybrid of many great production processes and mindsets.

The many ingredients of our learning design process

Design Thinking

Human-centered Design

Learning Sciences

Sound Pedagogical Practices

Best practices in Curriculum Development

Backward Design

Data-driven Design

Collaborative Problem Solving

Design Thinking

Design thinking, popularized by the IDEO design, innovation, and consulting firm, is a set of processes to pinpoint deep or "wicked" problems worth solving, and then producing logical solutions to those problems. It has been applied across a range of work, including fields not often thought of as needing design -such as restructuring an organization or solving a water crisis.

Learning design has incorporated the Design Thinking process: context analysis, problem finding and (re)framing, challenging assumptions, ideation and solution generating, creative thinking, sketching and drawing, modelling and prototyping, testing, and evaluating, allowing design teams to develop fit for purpose solutions, faster, with a continuous improvement mindset.

Follow an idea, trust the process.

Human-centred design

We've already mentioned human-centered design in short, but this is another idea popularized by IDEO. It takes the ideas of design thinking and folds in the human element at every point. It ensures that a desire for a sleek product or other goals do not supercede the needs of the human.

Learning Sciences

Born around 1990's Learning Sciences is an interdisciplinary field that looks to progress scientific, humanistic and critical theoretical understanding of learning. It involves researching and testing learning in real world situations, guided by constructivist, social-constructivist, socio-cognitive, and socio-cultural theories of learning.

The same way the field of Learning Science gives particular attention to improving education through the study, learning design gives particular attention to whether or not the learning solution develops meets the projects desired goals/outcomes. Research-validated practices are the ultimate goal. However in some instances "research" can be more or less formal, frequent, and elaborate.

Sound Pedagogical Practices

There are an array of theories and methods used to teach learners. However it's important for educators to focus on the purpose and intentionality of the method chosen at the time of teaching, not the quantity of methods they use. Sound pedagogical practices are selected according to the teacher's beliefs, the needs of the learner, and the demands of the activity. Some examples are Modeling, Inquiry-Based Learning, Guided Interaction and Metacognition.

Our Learning Design Studio has created a library of Pedagogical Practices with a curation of most commonly used practices that are thought to be the most effective and more often requested/demanded by clients. Having a publicly available library enables our team to have consistent and accurate understanding of such practices, a way to inform their learning design and resource to explain pedagogical practices.

Best practices in Curriculum Development

"Curriculum development should always come after, and be guided by, the development of a mission, a strategic direction, and desired learning outcomes for each degree". One of the things we put most attention to is the development of Learning Objectives. You would be surprised with how many times Learning Objectives are overlooked or developed just because it's one of those things teachers need to do. "Learning Objective" is a very loaded term and is mostly used as a communication tool between the course developer and the university. Often times the way these objectives are written aren't useful for creating online lessons -they focus on highlighting the overarching concepts learners need to 'understand' rather than specifying what they actually need to be able to do to demonstrate an understanding of these concepts."

Through learning design we encourage instructors to think about SMART(TT) Learning Outcomes:

Background Design

Backward Design challenges "traditional" design approaches because it involves setting goals, then thinking about how these will be assessed, and lastly choosing or developing the instructional method and activity needed.

Backward Design involves 3 phases:

1. Identify the results desired (big ideas and skills)

2. Determine acceptable levels of evidence that support that the desired results have occurred (culminating assessment tasks)

3. Design activities that will make desired results happen (learning events)

It is not uncommon however for educators to think about how they want to teach a concept, rather that if it's possible to measure understanding through that specific activity. Luckily newer and more advanced technologies provide very granular learner data, and similar to Backward Design, Learning design encourages teams to plan and design for the data they want to track when creating a learning experience. This will ensure you have what you need to check learner competency, run a blended class, or to further iterate on your existing lesson design.

Data Driven Design

As we enter the decade of big data, data-driven design is becoming more commonly used, with virtually every sector leaning heavily on data when making decisions, including design decisions.

Some learn-teach tools like Smart Sparrow provide extensive data points and insights into how learners learn, how they're interacting with the content, what misconceptions they have, flaws in your content and more. Data is very powerful in that it gives instructors control over evaluating the effectiveness of the lesson and it's design, including deciding the right changes to make for refinement for the next cohort -the hallmark of iterative design.

Collaborative Problem Solving

Collaborative problem solving is about people working together, face-to-face or in an online environment, with a focus to collectively solve real world problems. The members of the group/team often share a common concern or have a similar passion and have the same level of commitment to the work. It's thanks to sharing their personal expertise, experiences, tools, and methods that this approach is so valuable to instructional designers.

With the advent of technologies, the creation of learning experiences has become a team sport where instructors, subject matter experts, UX designers, graphic designers, developers collaborate. Some institutions have already started hiring such production teams; whilst others still rely on external companies to do so. The Smart Sparrow Studio comprises of people from various backgrounds, mindsets and (of course) specializations which helps in bringing diversity, perspective and unbiased approach to our work.

At Smart Sparrow we work really hard to create space for creativity and exploration, in order to produce extraordinary work. We know now that designing for the digital medium is not like designing for face-to-face, hence it's important to follow a process fit for purpose. In addition we embed a philosophy into our courseware design & production process and hence view our process as a set of guidelines. Below are the main 8 stages of a process what has yielded great outcomes for us.

Summary of Smart Sparrow's Design Process.

Empathize - Think about your learner personas and how to personalize lessons for every learner - from those who fly through material with ease to those who struggle with concepts outside of their comfort zone.

Define - Work with Subject Matter Experts to define goals, learning objectives, and additional needs for the digital learning experience you're creating.

Ideate - Brainstorm new ways to bring content to life using new question types, simulations, games, learning apps, and varied assessment items.

Prototype - Develop the first version of the learning experience, including visual design, content, adaptive feedback, and adaptive pathways.

User Testing - Collect feedback from professional testers, colleagues, and learners.

Refine - This is the pesky '+' in the number of stages involved with learning design, and in fact this stage can occur endlessly after any of the previous three steps (you need to know where to draw the line). After you have gone through ideation, prototyping, user testings, iterate to continuously improve the learning experience you're creating.

Deliver - After you finish development and run a final quality assurance check, set your new course curriculum and get ready to enroll learners.

Reflect - Look back to ensure goals were met and analyze ways to update and improve learning experience before next term.

Learner-centred design and technology

Technology is rapidly changing the way that we learn and teach. There are a range of tools at our disposal- new features are made available constantly and new tools are developed yearly -the landscape is getting more crowded. In recent years, there have been multiple attempts to explicate this software ecosystem, below is an attempt by Navitas, to bucket tools depending on the stage of the learning lifecycle they were designed for and impact. And it gets more complex, this graph doesn't include the tools Graphic Designers, UX Designers, Software Developers use.

Navita's Next Gen Learning Lifecycle

At the end of the day the right technology for instructional design teams (aka courseware development teams) is a versatile and powerful tool that enables the creation of high-quality digital learning experiences that are beautiful, seamless, engaging and personal. Whole courseware development teams (Subject Matter Experts, User Experience Designers and Developers) should be able to collaborate in one single place, moving efficiently and speedily from concept to delivery. They should have the tools, themes, templates and system architecture in place to accelerate the development and innovation of the learning solutions they design and create.

At Smart Sparrow, we believe learning design challenges technology to innovate, and the right technology inspires new possibilities in online learning and assessment. At the end of the day if you only have a hammer, everything looks like a nail. So if courseware development teams want to improve the quality of online learning experiences, they must think deeply about the type of tools they use.

The quality of digital instruction is the new basis of great learning experiences. 95% of universities plan to launch fully online degree programs by 2020 - which will compete nationally, if not globally. What exactly will institutions compete on? Price? No, that will simply lead to a-race-to- the-bottom price war. Universities are slowly looking to invest time and resources on delivering a superior learning experience that leads to higher completion and stronger outcomes. (Eduventures, 2017).

With the right design processes, pedagogy, and technology, teams can design high-quality online learning experiences that meet the affordances of the digital medium - and that will guide a path to improved learning and online program success.

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Recently the concept of "Learning Design" has gained momentum in the education space, mostly through discussions at conferences, webinars, ebooks, and more. Being topical though doesn't make it new, in fact the concept has been evolving since the early 2000's, deeply rooted in Design Thinking. So what is it?

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UiT

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Universelt læringsdesign for inspirasjon til livslang bevegelsesglede

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Universelt læringsdesign for inspirasjon til livslang bevegelsesglede

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Bachelor

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Universelt læringsdesign (ULD) er et pedagogisk konsept som har fått oppmerksomhet i flere land og vakt oppsikt som et rammeverk for å inkludere og aktivisere alle elever. Oversatt fra engelsk heter det "Universal design for learning" (Ahlgrim-Delzell, Baker, Browder, Harris & Spooner, 2007). ULD hevdes å kunne øke elevenes kompetanse til å reflektere over og motta informasjon fra lærer, som vil bidra positivt til elevenes karakterer (Al-Azawei, Serenelli & Lundqvist, 2016). I denne oppgaven har jeg med dette som utgangspunkt undersøkt hvordan lærere kan tilrettelegge for alle elever i videregående skole.

Dette er en kvalitativ studie der fem studenter ble intervjuet om deres tanker angående tilrettelegging i kroppsøving slik at alle elever kan delta. I intervjuet ble betydningen av klassestørrelse og forslag til løsning på hvordan en svært overvektig og dårlig trent elev lagt frem. Skal læreren ha kapasitet til å hjelpe alle elevene, kan det ikke være for mange elever i klassen. Svarene til en løsning ligger i hvordan eleven skal engasjeres og i et utvalg av øvelser som øker sosial sammenligning med andre elever. I ULD er engasjement sammen med uttrykk og handling to sentrale faktorer som påvirker elever til tilrettelegging for inkludering og aktivitet. Derfor kom jeg frem til en pyramidemodell (se figur 2) som kan bidra med å forenkle prosessen om å tilrettelegge (Collins, Cook & Rao, 2017). ULD er med på å øke sosiale interaksjoner mellom elevene, uavhengig av lærevansker. Det positive med dette er at økt sosial interaksjon kan bidra til økt akademisk kompetanse, som er en fordel for andre fag i skolen (Katz & Sokal, 2016).

Universal design for learning (UDL) is a pedagogical concept that has caught a lot of attention for its focus on inclusion and activisation of all pupils (Ahlgrim-Delzell et al., 2007). On the other hand, this is a concept in progress. It has been argued that an implementation of UDL could help pupils improve their ability to absorb and process new information, in a way that could help them improve their grades (Al-Azawei et al., 2016). Keeping this in mind, I analyse how teachers can design teaching activities consistent with ULD.

This is a qualitative study where five university students have been interviewed regarding adaptation in physical education. In the interviews, the issue of too many pupils in one class has been mentioned as well as different propositions for a teacher with a significantly obese student in a bad shape. Clearly, the teacher cannot help all students if they are too many because a teacher needs time to get to know all of them. The interviewees were mostly in agreement that they wanted to engage this pupil with fun games and somehow prevent social comparison with other students. There are two central terms in UDL - "engagement" and "action and expression". These terms will help a teacher with adaptation in physical education and I have come up with a pyramid model to help with the progress (see figure 2) (Collins et al., 2017). UDL increases social interactions between pupils independently of any learning disabilities. The potential behind social interactions is that it could increase pupils' academic competence, which is an advantage while attending other classes.

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NTNU Open: Universelt læringsdesign for inspirasjon til livslang bevegelsesglede

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Universelt læringsdesign (ULD) er et pedagogisk konsept som har fått oppmerksomhet i flere land og vakt oppsikt som et rammeverk for å inkludere og aktivisere alle elever. Oversatt fra engelsk heter det "Universal design for learning" (Ahlgrim-Delzell, Baker, Browder, Harris & Spooner, 2007).

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I elæring sies det i blant at "pedagogikken er viktigst". Dette utsagnet bør kvalifiseres, skriver Helge Høivik.

Om en med "pedagogikk" mener "læren om å lære" eller "læren om utdanning" blir det selvinnlysende, - tautologisk. Utdanning må jo være det viktigste i høyere utdanning. Det å lære har stor betydning for dem som driver med det.

Det var lenge en spenning mellom pedagogikk som metafag med sine professorater på den ene side og fagdidaktikerne på den andre. De siste underviser ut fra det at de behersker hvert enkelt fagområdes teori og operative nivå. I faget matematikk er ikke "pedagogikken viktigst". Matematikken er det. Slike grunnlagskunnskaper og ferdigheter var krevende, men vel etablert på høyere nivå fram til 1970-tallet da de falt i vanry. Faglærer må beherske den nødvendige formalisme og sitt undervisningsmedium. Skolelærere får nå etterutdanning i matematikk, ikke pedagogikk.

Forsknings- og utviklingsarbeidet kan bety mye i høyere utdanning, men gjelder alle disipliner og profesjonsfelt. Dette kvalifiserer jo stort sett heller ikke som pedagogikk.

Utdanningsinstitusjonen må forholde seg til arbeidets organisering, økonomi og teknologi. Det arbeides ikke bare med faglige, men også fagadministrative og administrative tekster som alle bærer betydelig kunnskap og styringsinformasjon, - igjen viktige områder der pedagogikken ikke spiller førstefiolin.

Men det er kanskje stilt overfor alt dette at "pedagogikk som det viktigste" kommer inn? Det følgende gir et litt annet perspektiv.

Helge Høivik

Det krever aksept av at utdanning skjer i en ny kontekst. Det er blitt vanlig å se det globale produksjons-systemet som en kunnskapsøkonomi. Den skiller seg fra og dominerer det industrielle og agrare.

Et uttrykk for dette er at store ungdomskull tar høyere utdanning og at de som har lav utdanning har svake muligheter til inntektsgivende arbeid. Rutinemessig symbolarbeid overtas av maskiner. Kunnskap foreldes raskere og blir rutinisert. Vi må utvikle produksjonslogikken og gyldige "business rules" for tida *etter* den siste olje. For å henge med i svingene trenger den velutdannede et overordnet begrepsapparat og å dyrke den kreativite impuls. Rutiner og detaljene kan man lese seg til eller få forklart på YouTube. Men man må kunne bruke det man leser. En slik praktisk-operativ evne bidrar til den helt nødvendige erfaringskunnskapen. Her bommer alle som tror at forskning er det fineste og kvalifiserte som institusjonen kan drive med.

Det blir hevdet at design er det virkemiddel og den aktivitet som omsetter kunnskap og kreativitet til infrastruktur, produkter og prosesser.

"A design architecture divides a to-be-designed system into parts and sets up interfaces between its parts. In effect, design architectures organize knowledge and people into networks capable of creating large, new designs whose parts will work together."
(Kilde: Baldwin, C. Y., & Clark, K. B. (2005). Designs and Design Architecture: The Missing Link between 'Knowledge' and the 'Economy'. Harvard NOM Working Paper No. 05-01 .)
Om det en lager er lokalt og oversiktlig kan den enkelte eller en liten gruppe håndtere design-ideene og realisere dem i praksis.

Men dersom mange skal delta og de lager langtrekkende løsninger, må en støtte seg på prinsipper for design. Sitatet over peker på utfordringer knyttet til produksjon, gjenfinnbarhet og gjenbruk i mengden av faglige tekster, av sekvenser og innbyrdes sammenheng i kursutvikling og mye mer. Særlig vekt må legges på å reversere den tendens at lærer skal være undervisningstekniker. Det gir dårlig læring. Her er det en voksende strid mellom administrativ og kunnskapsbyggende logikk. Den kan løses hvis en ser for seg at partnerskap er bedre enn strid om eierskap til det akademiske felt mellom lærere og administrasjon.

Et designmønster er da en spesifikasjon av hvordan en klasse av slike problemer skal løses. Den uttrykker ikke bare abstrakte prinsipper med griper styrende inn i et felt av kryssende hensyn og interesser.

Oppmerksomheten bør rettes mot design og designmønstre for læringsløpene og bort fra "pedagogikk". Samtidig må en være opptatt av det analytiske, - at tiltakene faktisk gir læring i en teknologimettet samfunnsvev.

I tillegg til momenter som nevnt ovenfor gjelder utfordringene i utdanningsdesign særlig sosial interaksjon og faglige produksjon, eksempelvis

Blandingsforholdet mellom online og ansikt-til-ansikt og den tilhørende "stokkingen" (sekvensering) og synkronisering av det langsgående læringsarbeidet. Lærere og institusjonens rolle som organisator og stillasbygger blir viktigere.

Interaksjon lærer/student og student/student. Det gjelder faglig og personlig støtte og inspirasjon, men også det å stille presise og høye krav til studentene hva gjelder leveranse, tidsbruk og deadline. Men det skal være godt rom for individuelle forskjeller. Her må en bl.a. ta alvorlig tak i presentasjon og formidling ("forelesning") der 2×45 min enetale er av det minst læringsfremmende en kan gjøre. Studentene stemmer med beina og holder seg borte.

UtOpi (i litt fantasifull oversetting av det engelske "DevOps") som gjelder balansepunktet mellom utviklingsarbeid ("development") og operativ drift ("operations"). Dette er problematisk siden premieringssystemet ser en annen vei. Enhver med sans for egen karriereutvikling bør unngå utviklingsarbeid og det å skape gode driftsmessige forhold i læringsarbeidet.

Internasjonalisering av læringsformer, språkformer og kursrytmer "hjemme og ute"

Tiltak må kunne skalere. Det vil bli lagt større vekt på hva det hele koster og hva en får igjen for det. Lærestøttesystemene er i ferd med å frambringe store datasett om hva studenter gjør når de lærer og hvor godt de gjør det.

Det hele kan modelleres på en logikk, en "grammar of schooling", der hendinger og utdanningsprogrammer går distribuert og i parallell. De drives av og integrerer uforutsigbare impulser og avbrudd på tvers av programmene og inn fra omverdenen. Ja, nettskyen hvis logikk denne beskrivelsen er hentet fra, er nettopp det medium som nå gjør at lineære og ovenfra-nedad-mekanismene svikter. Det hjelper ikke med strømlinjer hvis problemet er brottsjø.

Kombinasjonen av kunnskapsområder og operative ferdigheter slik den uttrykkes som design og designmønstre for den nye og komplekse kunnskapsproduksjonen er nå "viktigst". Det bør ligge til grunn når en utvikler et sterkt partnerskapet mellom lærere, studenter og faglig-administrative støttespillere.
(Kronikken er først publisert på bloggen til Moccahuset.)

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Om en med "pedagogikk" mener "læren om å lære" eller "læren om utdanning" blir det selvinnlysende, - tautologisk. Utdanning må jo være det viktigste i høyere utdanning. Det å lære har stor betydning for dem som driver med det. Det var lenge en spenning mellom pedagogikk som metafag med sine professorater på den ene side og fagdidaktikerne på den andre.

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Hva er læringsdesign ?

Læringsdesign er et "fornorsket" ord for "Intructional Design" som er et omfattende fag. Det er mulig å ta master utdanning i dette faget på universiteter i utlandet. Men de fleste som jobber som Læringsdesignere jobber uten denne formelle utdannelsen.

Formålet er å tilpasse lærestoff ved å ta hensyn til læringsteorier, læringsstiler og hvordan hjernen fungerer i en læringssituasjon. Over mange år er det utviklet metoder for utvikling av lærestoff.

Etter en analyse av behovene starter prosessen med beskrive gode læringsmål eller kompetansemål. Dette begrepet har i det siste blitt endret til "læringsutbytte" i akademiske kretser, mens det innenfor bedrifter snakkes det om "prestasjonsmål".

Det å utvikle gode målrettede læringsmål kan være utfordrende. Sammen med læringsmålene utvikles gjerne også gode spørsmål (problemstillinger) og ulike tilbakemeldinger (svaralternativer). Dette kan også være utfordrende fordi de må være konsistente. Det betyr at de må svare på de definerte læringsmålene og ikke noe annet.

Hvis læringsmålene er definert som en del av en behovsanalyse har vi allerede kommet langt i designsfasen. Da kan arbeide med å strukture kurset starte. Nå kommer den virkelige kreative fasen. Vi må bestemme om kurset (hver kursmodul) skal inneholde :

Scenarier (problemstillinger, dialoger..)

Flere forgreninger basert på kursdeltagers valg

En fortelling (historie fra arbeidslivet)

Spillbaserte elementer (poeng, nivåer ++)

Testmetoder (før, underveis, etter)

Simuleringer (system)

Neste steg i prosessen er å visualisere dette med "prototypes". Dette er også en del av den kreative prosessen. Et godt kreativ samarbeid med læringsdesigner, faglige eksperter, brukere og andre interessenter i hele designfasen vil føre til det beste resultatet.

Sluttproduktet er et "storyboard". Hvor mye tid vi bruker på en slik dokumentasjon er avhengig av type prosjekt, kundekrav og hvor mye tid vi har lagt ned på å utvikle "prototypes". Med en godt fungerende "prototype" er vi allerede et godt stykke på vei inn i utviklingsfasen.

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Hva er læringsdesign ? Læringsdesign er et "fornorsket" ord for "Intructional Design" som er et omfattende fag. Det er mulig å ta master utdanning i dette faget på universiteter i utlandet. Men de fleste som jobber som Læringsdesignere jobber uten denne formelle utdannelsen. Formålet er å tilpasse lærestoff ved å ta hensyn til læringsteorier, læringsstiler...

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Hva er forskjell på læringsdesign og undervisningsdesign? Eller er det sånn at det vi snakker om her er undervisningsdesign og ikke læringsdesign. For planlegger ikke vi undervisning med læringsdesign? Kan læring planlegges?

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Hva er kvalitetsarbeid i høyere utdanning?

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Ny bok om kvalitetsarbeid i norsk, høyere utdanning er ute nå, med flere LINKere som medforfattere!

Boken "Quality work in higher education: Organisational and Pedagogical Dimension" består av en rekke forskningsartikler som ser på hva som kan defineres som kvalitetsarbeid på tvers av ulike disipliner og tradisjoner i norsk, høyere utdanning. I boken undersøkes alt fra tilbakemeldingspraksiser og gruppearbeid blant studenter til hvordan sikre kvalitet i hele studieprogrammer.

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Hva er kvalitetsarbeid i høyere utdanning? - LINK - Senter for læring og utdanning

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Ny bok om kvalitetsarbeid i norsk, høyere utdanning er ute nå, med flere LINKere som medforfattere! Boken "Quality work in higher education: Organisational and Pedagogical Dimension" består av en rekke forskningsartikler som ser på hva som kan defineres som kvalitetsarbeid på tvers av ulike disipliner og tradisjoner i norsk, høyere utdanning.

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Undervisning i vår digitale tid gir muligheter til å støtte undervisningen på nye og kreative måter. Online diskusjonsgrupper, digitale oppgaver, videoer, podcast, spill og animasjoner er bare noen av formatene som kan brukes over digitale flater.

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Mange små filmer om hvordan man kan designe emner i Canvas.

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Canvas-Inspo serien fokuserer på hvordan god struktur og sammenheng skapes i Canvas. Se hvordan andre undervisere tar i bruk Canvas som en integrert del av undervisningen og for studentaktivisering.

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Canvas-Inspo - LINK - Senter for læring og utdanning

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Canvas-Inspo serien fokuserer på hvordan god struktur og sammenheng skapes i Canvas. Se hvordan andre undervisere tar i bruk Canvas som en integrert del av undervisningen og for studentaktivisering.

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Ikke en definisjon men beskrivelse av hva de legger i begrepet

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Kort om emnet

Emnet dekker læringsdesign i skole og arbeidsliv og gir en innføring i ulike tilnærminger. Fra undervisningsteknologiske tradisjoner til praksisnær forskning og pedagogisk utviklingsarbeid. Sosiokulturelle tilnærminger representerer et mellomstandpunkt. Videre blir prinsipper for brukermedvirkning vektlagt, og studentene inviteres til å jobbe med case der de skal designe nye læringsomgivelser.

Hva lærer du?

Kunnskaper
Designbegrepet har glidd inn i pedagogikkfaget - delvis som en respons på betydningen av digital teknologi i utviklingen av nye læringsomgivelser.

Studenten skal kjenne til teoretiske perspektiver på hvordan brukerperspektiver påvirker opplæringssammenhenger ved at lærere, instruktører, veiledere og lærende selv er med på å konstruere egen læringsarena.

Studentene skal kunne gjøre rede for hvordan begrep som pedagogisk utviklingsarbeid er betegnende for denne trenden som i stor grad støtter seg til ulike former for veiledningsprinsipper.

Ferdigheter
Ved å ta dette emnet utvikler studentene generelle ferdigheter i å tilrettelegge for læring samt tilpasse pedagogiske prinsipper til konkrete læringsutfordringer.

Generell kompetanse
Studentene skal tilegne seg forutsetninger for å kunne beskrive, forklare og ivareta designperspektivet i av verktøyutvikling og en forståelse av pedagogisk tilrettelegging i ulike institusjonelle kontekster.

Forkunnskaper

Obligatoriske forkunnskaper

Ingen obligatoriske forkunnskaper utover generell studiekompetanse.

Undervisning

Forelesninger
Løsning av case-oppgaver
Gruppediskusjoner
Praktiske øvelser

Adgang til undervisning

Det er obligatorisk oppmøte første undervisningsdag. Studenter som ikke møter mister plass på emnet. Studenter som blir syke eller på annen måte forhindret fra å møte første gang, må ta kontakt med emnets administrative kontaktperson på forhånd

Eksamen

Arbeidskrav: (løsning av case-oppgave i gruppe m/muntlig presentasjon)

Studiekrav: Individuell oppgave (5 sider)

Arbeidskrav og studiekrav blir kunngjort ved semesterstart.

Arbeidskrav og Studiekrav skal gjennomføres i samme semester. Ved stryk eller forbedring av karakter må studenten søke undervisningsopptak på nytt.

Hjelpemidler

Ingen hjelpemidler er tillatt.

Eksamensspråk

Du kan besvare eksamen på norsk, svensk, dansk eller engelsk. Søknad om engelsk oppgavetekst sender du til kontaktpunktet for emnet.

Karakterskala

Emnet bruker karakterskala fra A til F, der A er beste karakter og F er stryk. Les mer om karakterskalaen.

Kun studiekrav er grunnlag for karakter

Begrunnelse og klage

Adgang til ny eller utsatt eksamen

Tilrettelagt eksamen

Søknadskjema, krav og frist for tilrettelagt eksamen.

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PED2710 - Læringsdesign - Universitetet i Oslo

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Emnet dekker læringsdesign i skole og arbeidsliv og gir en innføring i ulike tilnærminger. Fra undervisningsteknologiske tradisjoner til praksisnær forskning og pedagogisk utviklingsarbeid. Sosiokulturelle tilnærminger representerer et mellomstandpunkt. Videre blir prinsipper for brukermedvirkning vektlagt, og studentene inviteres til å jobbe med case der de skal designe nye læringsomgivelser.

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Lenker til meg

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Det er et økende tilfang av undervisningspraksis der lærere benytter ulike digitale verktøy i sin undervisning for å aktivisere studentene. Mange har allerede gjort gode erfaringer med digital læring på OsloMet. Dette kan du lese om i innleggene på inspirsasjonsbloggen.

Med digitalt læringsdesign vises det her til en strukturell beskrivelse av de planlagte læringsaktivitetene hvor det integreres ulike digitale verktøy med mål om oppnåelse av forventet læringsutbytte. Det er med andre ord et design for læringsaktiviteter, hvor vi tar utgangspunkt i emnets læringsutbytter og ser dette i sammenheng med emnets vurderingsform. En annen betegnelse er "samstemt læringsdesign" eller "Constructive allignment" (Biggs, 1996). Det handler om å designe for læring og herunder hvordan digitale verktøy kan integreres for å fremme læring for studentene. Designet gjenspeiler det pedagogiske grunnsynet fagansvarlig(e) har og fordrer begrunnede valg for å tilrettelegge for studentenes oppnåelse av de beskrevne læringsutbyttene (Diku, 2018).

Hvordan kan digitale verktøy understøtte studentenes læring?
Digitale verktøy kan være en god understøtter i læringsarbeidet om den utnyttes og integreres på en hensiktsmessig og pedagogisk måte. SAMR-modellen søker å forklare hvordan tenknologi kan innvirke på undervisning, oppgavetyper og arbeidsmåter for å gi økt læring. Nedenfor kan du se to videoer for å få innblikk i SAMR-modellen:

Trenger du et planleggingsverktøy i utvikling av digitalt læringsdesign? University College London har utviklet et verktøy for å lage læringsdesign: https://www.ucl.ac.uk/learning-designer/

På bloggen til Marianne Hagelia ved USN, kan du også lese mer om læringsdesign

Ønsker du å utvikle digitale læringsdesign, ta gjerne kontakt med DIGIN: digin@oslomet.no

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Det er et økende tilfang av undervisningspraksis der lærere benytter ulike digitale verktøy i sin undervisning for å aktivisere studentene. Mange har allerede gjort gode erfaringer med digital læring på OsloMet. Dette kan du lese om i innleggene på inspirsasjonsbloggen.

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Sjekk ut emnene!

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Studiet er først og fremst rettet mot lærere og lærerstudenter som ønsker å spesialisere seg innen digital læringsdesign. Du blir også kvalifisert for å undervise i informasjonsteknologi i videregående opplæring.

Å skape gode læringsprosesser gjennom nye medier krever kunnskap og innsikt fra en rekke fagområder. Gjennom studiet tilegner du deg kunnskap om pedagogikk og digitale verktøy, i integrasjon med organisasjonsutvikling. Du utvikler en forståelse for hvordan læring, bruk og utvikling av digitale verktøy og organisasjon påvirker hverandre - noe som er viktig for å tilrettelegge for teknologistøttet læring.

Ved fullført studium har du inngående kunnskap om vitenskapelige teorier og metoder innen digital læringsdesign, på ulike nivåer i utdanning. Du lærer deg å analysere problemstillinger knyttet til teknologistøttet læring.
Du lærer deg å bruke relevante metoder for forskning knyttet til digital læringsdesign, og kan gjennomføre et selvstendig forsknings- eller utviklingsprosjekt under veiledning.

Ferdighetene du opparbeider deg underveis kan du bruke til å utvikle kreative og innovative løsninger for digitalt støttet læring innen skole, forvaltning, organisasjoner og næringsliv. Du kan kommunisere om faget både med spesialister og allmennheten.

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Ta en master i digital læringsdesign ved OsloMet!

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Det er et stadig økende behov for lærere med høy kompetanse innen pedagogisk bruk av nye medier. Har du lyst å utvikle kreative løsninger for digitale læringsressurser? Da er dette studiet - som tidligere het IKT-støttet læring - noe for deg.

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Lenker til meg

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Læring skjer gjennom de aktivitetene elevene gjennomfører, ikke hva lærerne gjør. (Amdam & Nøstrud, 2017)

Å forberede egen undervisning, læringsmateriell, aktiviteter og vurdering er noe vi lærere alltid har gjort. Læringsdesign er blitt vanligere som verktøy og metode for planlegging og utforming av undervisning og læringsaktiviteter (Hagelia, 2018). Forskere har også fått interesse for læringsdesign.

Tenk over

Hvordan planlegger du egen undervisning?

I hvilken grad er planleggingen basert på egen praktisk erfaring, og i hvilken grad er den basert på forskning og teori?

I hvilken grad tar du i din planlegging hensyn til hvorfor og i hvilken grad dette bidrar til dine elevers læringsutbytte?

Som lærere ønsker vi at elevene våre skal lære best mulig. Samtidig er det et tankekors at det er praktisk erfaring som i stor grad styrer vår praktisering av yrket og i mindre grad forskning og teori (Kvernbekk, 2003).

Hagelia (2018) hevder at vi i stor grad planlegger egen undervisning nærmest på autopilot og at mange av oss i liten grad tar hensyn til hvorfor og i hvilken grad dette bidrar til våre elevers læringsutbytte.
I hvilken grad er du enig i Hagelias påstand?
Læringsdesign gir oss perspektiv på tillagte vaner

Læringsdesign hjelper oss med å få et perspektiv på tillagte vaner og støtter vår planlegging av undervisning. Med andre ord fokuserer læringsdesign på planlegging, utforming og gjennomføring av læreprosesser som dessuten også kan involvere teknologi. Målet er at elevene skal oppnå best mulig læringsutbytte. Et læringsdesign kan også gjenbrukes og være utgangspunkt i nye design.

Harman (2016) definerer læringsdesign slik:

Læringsdesign refererer til aktiviteter som søker å beskrive, forstå, støtte og guide pedagogisk praksis og prosesser. Det handler om å støtte lærere i å håndtere og respondere på nye perspektiv, ny pedagogikk eller praksis, samt, i større eller mindre grad, å ta i bruk ny teknologi. Læringsdesign har som mål å øke refleksjon, stimulere til endring og bedret kommunikasjon ved å fokusere på ulike representasjonsformer.

Hvorfor økt fokus på læringsdesign?

Hagelia (2018) peker på tre grunner til at det er økt fokus på læringsdesign.

1. Vi har fått ny kunnskap om hvordan vi mennesker lærer.

2. Det er nå et mangfold av digitale ressurser for læring og ulike teknologier som kan støtte opp om elevenes læring. Dette gjør at vi lærere og elever trenger veiledning i å finne relevante digitale verktøy og ressurser og hjelp til å forstå hvordan vi skal ta dem i bruk.

3. Ved å gjøre designprosessen klar og tydelig, vil vi lærere bli mer bevisste på egen praksis. Designprosessen kan lettere deles med andre, og god praksis kan overføres.

Tenk over

Hvilken refleksjoner gjør du deg over de tre punktene over?

Kilder

Amdam, S. H. & Nøstrud, T. F. (2017). Leksjon fra DKL111: Fag, pedagogikk og fagdidaktikk - Læringsdesign og leiing av læringsprosessar. Høgskulen i Volda.

Hagelia, M. (2018). Hva er egentlig læringsdesign? Hentet 03. mars 2020 fra https://dataskole.wordpress.com/2018/01/26/hva-er-egentlig-laeringsdesign/#_ftn5

Harman, J. (2016). Læringsdesign for framtidas læringsarbeid. Volda.

Kvernbekk, T. (2003). On identifying narratives. Studies in Philosophy and Education, 22, 267-279. https://doi.org/10.1023/A:1022869204722

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Verktøykassa - Hva er læringsdesign? - NDLA

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Læring skjer gjennom de aktivitetene elevene gjennomfører, ikke hva lærerne gjør. (Amdam & Nøstrud, 2017) Å forberede egen undervisning, læringsmateriell, aktiviteter og vurdering er noe vi lærere alltid har gjort. Læringsdesign er blitt vanligere som verktøy og metode for planlegging og utforming av undervisning og læringsaktiviteter (Hagelia, 2018).

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This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment!

A Learning Design describes the educational process, not just courseware but the whole teaching/learning experience. It's a more or less formal description of a pedagogical scenario (also called educational script or storyboard) and that may or may not follow an instructional design model. Basically a learning design describes learning objectives, who does what (and (when) using tools and resources, and outcomes

The process of learning design refers to the activity of designing units of learning, learning activities or learning environments in that spirit. Learning design, in that sense, is a way of doing instructional design.

Below are some more definitions from key actors:

Learning Designs are "pedagogically informed learning activities which make effective use of appropriate tools and resources" ( Gráinne Conole and Karen Fill, creators of the DialogPlus Toolkit.)

"The basic idea of EML and LD [Learning Design] is in essence simple. It represents a vocabulary which users of any pedagogical approach understand, and into which existing designs can be translated. The core of LD can be summarised as the view that, when learning, people in specific groups and roles engage in activities using an environment with appropriate resources and services." ( Rob Koper and Colin Tattersall, creators of EML/IMS Learning Design).

"The field of Learning Design seeks to describe the "process" of education - the sequences of activities facilitated by an educator that are often at the heart of small group teaching."( James Dalziel, creator of LAMS, retrieved 18:53, 4 June 2007 (MEST)).

"The field of learning design (Lockyer et al., 2008; Conole, 2012) has the ultimate goal of improving teaching quality by supporting practitioners along the process of designing innovative and more effective learning situations (that is, producing "learning designs"). [..] A "learning design" is an artifact that explicitly documents a set of learning tasks (different granularities are possible, from a single task to a course, Hernández-Leo et al., 2007) with the set of resources and tools that support the realization of the tasks. Persico et al. (2013) and Prieto et al. (2013b) provide an example of a learning design represented with different approaches and tools." ( Hernandez-Leo et al. 2018)

See also:

2 Key elements of learning design

Key elements that describe a learning design differ in various schools of thought, e.g. see also the formal IMS Learning Design specification. According to Laurillard (2013) , the properties required for an operational learning design are:

Learning outcome, sequence of activities, and assessment. These must be aligned for effective pedagogy

The sequence of TLAs. These must be classifiable according to their different pedagogical and logistical properties, defined in the knowledge base of The Learning Designer (and editable by the user).

The time for each TLA. This makes it possible to estimate the proportions of different kinds of learning experience afforded by the sequence, and hence, provide an overall evaluation of its pedagogic value.

The tools and resources required by the learners. These alert the user to the type of topic‐specific content they will need to provide for their specific instantiation of the learning design.

The designer's reflection. This provides an opportunity for the user who is sharing the learning design to pass on any additional reflection to potential reusers.

Elements of learning design can be represented in several ways, e.g. using tables like in Learning Design Support Environment, hypertexted forms like in DialogPlus or concept maps like in CompendiumLD

3 Benefits of the learning design approach

Much of the work on Learning Design focuses on technology to automatically "run" the sequence of student activities (facilitated by the educator via computers), but an activity in a Learning Design could be conducted without technology. Hence, a particular Learning Design may be a mixture of online and face-to-face tasks ("blended learning") or it could be conducted entirely face-to-face with no computers (in this case, the particular Learning Design acts as a standardised written description of the educational process - like a K-12 lesson plan). One way to think of a Learning Design system is as a workflow engine for collaborative activities. A particular Learning Design is like an educational recipe for a teacher - it describes ingredients (content) and instructions (process).

( James Dalziel, retrieved 18:53, 4 June 2007 (MEST)).

Learning Design theory is a new attempt to describe the foundational elements of the educational process. It provides conceptual and technical tools to describe who is involved in a learning activity, what resources are required for the activity, how the activity is conducted, and most importantly, how a collection of activities are structured into a Learning Design(also called a unit of learning, sequence of learning activities, digital lesson plan, etc). Two distinguishing features of recent work are (1) the description of Learning Designs in machine readable formats so that they can be run by software systems, and (2) the ability to store Learning Designs, and hence share them, search for them, re-use them, adapt them and so on. Taken together, these features of Learning Designs have the potential to transform teaching and learning through the sharing and implementation of good practice. More fundamentally, Learning Design theory may provide a new way to conceptualise the educational process via a shared vocabulary for describing learning activities and how they are combined.

( James Dalziel, ED-MEDIA 2006 Learning Design Keynote, retrieved 4 June 2007

The OU Learning Design Initiative (retrieved jan 26, 2009) identified six main benefits to adopting a learning design approach:

It acts as a means of eliciting designs from academics in a format that can be tested and reviewed by others involved in the design process, i.e. a common vocabulary and understanding of learning activities.

It provides a method by which designs can be reused, as opposed to just sharing content.

It can guide individuals through the process of creating new learning activities.

It helps create an audit trail of academic (and production) design decisions.

It can highlight policy implications for staff development, resource allocation, quality, etc.

It has the potential to aids learners and tutors in complex activities by guiding them through the activity sequence.

Learning design can be seem as an attempt to grow the troyan mouse. "E-learning is often talked about as a 'trojan mouse,' which teachers let into their practice without realizing that it will require them to rethink not just how they use particular hardware or software, but all of what they do." Sharpe & Oliver, 2007: 49. Once engaged in e-learning, reflective practitioners then might become interrested in more powerful tools for planning and enacting their teaching.

4 Learning Design and educational technologies

So far, typical source leaders rarely use tools to design courses. For example Masterman (2006) regarding the use of tools in designing for learning in postcompulsory education, reported that out of 69 respondents most respondents either rely on Pencil and Paper or very simple e-tools such as Word processors or presentation software: "On average, respondents used 2.5 different genres of e-tool, although this figure masks a wide variation. Only 13 used four or more genres, while 22 used only one genre, suggesting either lack of experience with other genres or that the tool they used appeared to satisfy their requirements. Where only one e-tool was used, that tool was Word in just over half of cases (12 out of 22)" (Masterman, 2006:13). Only 5.8% did use specialized learning design tools.

According to the LADIE framework (LADIE, 2005), we can distinguish two basic facts of learning design:

1. The design and construction of learning activities (LAA), including for example design of learning activities and learning conents.

2. The learning activity realization (LAR), i.e. the construction of the environment and the execution of the learning activities themselves.

Learning design tools can provide support for either one or both.

Here is an incomplete of some specialized learning design languages, tools and systems (follow up these links to find references) and also have a look at the category educational modeling languages

Standards, formalisms and modeling languages

LAMS (Learning activity management software)

FROG (for CSCL scenarios)

Learning design editors

On-line repositories for scenarios

Visual modeling languages with a tool (research systems)

paper tools for scenario creation

Other initiatives (some are not called "learning design")

5 Bibliography and links

Cross, S., Conole, G., Clark, P., Brasher, A., & Weller, M. (2008). Mapping a landscape of Learning Design: identifying key trends in current practice at the Open University, European LAMS Conference.

Conole, Gráinne and Karen Fill (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education (Portable Learning. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/08. ISSN 1365-893X [1].

Conole, G. (2012). Designing for Learning in an Open World. Berlin; Heidelberg: Springer. google books preview

Koper, Rob and Colin Tattersall (2005). Preface to Learning Design: A Handbook on Modelling and Delivering Networked Education and Training. Journal of Interactive Media in Education (Advances in Learning Design. Special Issue, eds. Colin Tattersall, Rob Koper), 2005/18. ISSN:1365-893X HTML.

Hernández-Leo, D., Harrer, A., Dodero, J. M., Asensio-Pérez, J. I., and Burgos, D. (2007). A framework for the conceptualization of approaches to "Create-by-Reuse" of learning design solutions. J. Univ. Comp. Sci. 13, 991-1001. doi: 10.3217/jucs-013-07-0991 PDF

Hernández-Leo, D., Asensio-Pérez, J. I., Derntl, M., Pozzi, F., Chacon-Perez, J., Prieto, L. P., & Persico, D. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009, https://www.frontiersin.org/articles/10.3389/fict.2018.00009/full (This article includes a good overview of the 2017 state of art).

LADIE, The E-learning Framework, HTML

Lockyer, L., Bennett, S., Agostinho, S., and Harper, B. (2008). Handbook of Research on Learning Design and Learning Objects. New York, NY: Information Science Reference.

Masterman Liz (2006). The Learning Design Tools Project, An Evaluation Of Generic Tools Used In, Design For Learning, JISC Project Report. PDF

Masterman, Liz and Mira Vogel (2007). Practices and process of design for learning, in Helen Beetham, Rhona Sharpe (eds.), Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning, Routledge, ISBN 0415408741.

Oliver, Ron (2000). When Teaching Meets Learning: Design Principles and Strategies for Web-based Learning Environments that Support Knowledge Construction, ASCILITE 2000, keynote paper. Retrieved dec. 2007 from http://www.ascilite.org.au/conferences/coffs00/. PDF

Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B., Dimitriadis, Y., et al. (2013). Learning design Rashomon I - supporting the design of one lesson through different approaches. J. Res. Learn. Technol. 21:20224. doi: 10.3402/rlt.v21i0.20224 HTML/PDF/EPub

Prieto, L. P., Dimitriadis, Y., Craft, B., Derntl, M., Émin, V., Katsamani, M., et al. (2013b). Learning design Rashomon II: exploring one lesson through multiple tools. Res. Learn. Technol. 21:20. doi: 10.3402/rlt.v21i0.20057 HTML/PDF/EPub

Acknowledgement: This article or part of this article has been written during a collaboration with the EducTice group of INRP, which attributed a visiting grant to DKS in january 2009.

Laurillard, D., Charlton, P., Craft, B., Dimakopoulos, D., Ljubojevic, D., Magoulas, G., ... Whittlestone, K. (2013). A constructionist learning environment for teachers to model learning designs. Journal of Computer Assisted Learning, 29(1), 15-30. https://doi.org/10.1111/j.1365-2729.2011.00458.x

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This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! A Learning Design describes the educational process, not just courseware but the whole teaching/learning experience.

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Recently the concept of "Learning Design" has gained momentum in the education space, mostly through discussions at conferences, webinars, ebooks, and more. Being topical though doesn't make it new, in fact the concept has been evolving since the early 2000's, deeply rooted in Design Thinking. So what is it? How is it different than what we had before? Why does Smart Sparrow care? Why should you care?

For many, it also means shifting focus from the teacher to thinking about learners first - who they are, what they know, how they think, and how to reach them effectively so they get the most out of their educational experience.

It's an intentional process that asks educators to think beyond "What do I need to teach?" and to carefully consider "What is the best way for my learners to learn and understand this concept?". It shifts the focus of education from simply delivering content to molding the full instructor-learner experience.

If instruction represents a form of delivery, and if we are beyond delivery, then we have reached a stage where we are beyond instruction.
-Rod Sims of Capella University

How is learning design different from instructional design?

You'll also often hear this field of work called " instructional design" - in fact, following industry standards at the time, we also used this nomenclature when we first began helping educators create courseware. But we quickly made the jump to "learning design".

Numbers represent search interest relative to the highest point on the chart for the given region and time. A value of 100 is the peak popularity for the term. A value of 50 means that the term is half as popular. A score of 0 means there was not enough data for this term.

Until not so long ago, the term "Instructional Design" perfectly captured the discipline. But in today's screen-centered world, learning has become a more complex collaboration between the instructor, the learner, and the medium. As learning resources, tools, and delivery methods evolve in our industry, so must our language to accurately describe the creation process.

This language shift seems slight and perhaps a tad pedantic, but we, along with a growing number of educators, believe it is an important distinction that keeps our work grounded and centered around what matters: the learners. While "instruction" focuses on the teacher, what they do, and how they convey material, "learning" focuses on the learner, what they do, and how they acquire knowledge. This distinction has been a force reminding us that our focus is on helping people learn, not just on delivering instructional materials.

Learning design, a quickly-growing field

Relying on the process of learning design can make a monumental difference in any environment: K-12, higher education, corporate training and development, sports team coaching...! If someone is learning, that experience can (and we'll argue "should") be carefully crafted to yield the best outcomes. It guides decisions in what materials and resources are needed, what activities will be most impactful, and how to structure each moment of the learner experience for the best results.

In a traditional face-to-face teaching environment, this process can happen (fairly more) naturally as the lecturer can witness first hand the reactions learners have to the experience being provided to them. However, as we enter the realms of the digital space there is a growing need for collaboration of instructors with roles such as learning designers, subject matter experts, engineers, UX designers and graphic artists to organize, design, and develop learning programs to make this happen.

Fun fact: Each year, we see more organizations hiring full-time learning designers and creating specialised teams often called courseware development teams that sit within Centres for Learning & Teaching or Learning and Development. For us, this shows a critical shift in how the market is thinking about the possibilities and impact of education. Teaching is not a solo sport anyone.

Focusing on Learner-Centered Design

Definition of Learner-Centred Design

Learner-centered design is the process of building learning experiences by focusing on learner challenges and building fitting solutions by working through an iterative process.

For most educators, you really can't discuss instructional design without quickly switching to the more specific topic of learner-centered design. The driving belief is that focusing instructional design projects on the needs, desires, and hopes of learners ensures that the project is successful.

Learner-centered design builds partially on the language and processes of human-centered design. It maintains people as the centerpiece and raison d'être throughout every moment of a project by continually asking, "Is this the best solution for my user?". In this way, creators avoid designing an unusable product or "cool" yet with unnecessary and incomplete features - ensuring that their final product is suitable for the needs of real people.

Learning Design is an iterative process, so if the process is started early there will be plenty of opportunities to refine the experience/idea before delivering it to learners. IDEO developed a very comprehensive Design Thinking for Educators Toolkit with plenty of activities, tools and methods that can be used to apply design thinking in this space.

Examples of Non-Human-Centered Design

1. Plane seats are getting smaller, allowing airlines to fit in more passengers and thus add to their profits.

2. Regular keyboards are becoming smaller and thinner to make portability easier, becoming less ergonomic

3. Old Plastic milk cartons made it easy to transport milk, however were not resealable making it very messy to store for the end user

At Smart Sparrow we see Learner-Centred Design as the balance between designing for positive educational outcomes (about which most education as in industry is completely obsessed with) and the process of getting there (which is more about the experiences that are meeting the needs and desires of the learners). This is a very subtle place to be, because you can create amazing experiences that learners love, that are not going to move the needle that much in terms of outcomes. Or you can focus on test prep and move the needle on outcomes offering a poor experience for learners. What we are looking to do is create experiences that keep an eye on both worlds.

Design is at the core of Smart Sparrow's Studio and we believe in the power of following a deliberate process to achieve just that. We continually reflect upon and tweak our learning design and courseware creation processes to improve our efficacy and impact. As such, our working systems have become a hybrid of many great production processes and mindsets.

The many ingredients of our learning design process

Design Thinking

Human-centered Design

Learning Sciences

Sound Pedagogical Practices

Best practices in Curriculum Development

Backward Design

Data-driven Design

Collaborative Problem Solving

Design Thinking

Design thinking, popularized by the IDEO design, innovation, and consulting firm, is a set of processes to pinpoint deep or "wicked" problems worth solving, and then producing logical solutions to those problems. It has been applied across a range of work, including fields not often thought of as needing design -such as restructuring an organization or solving a water crisis.

Learning design has incorporated the Design Thinking process: context analysis, problem finding and (re)framing, challenging assumptions, ideation and solution generating, creative thinking, sketching and drawing, modelling and prototyping, testing, and evaluating, allowing design teams to develop fit for purpose solutions, faster, with a continuous improvement mindset.

Follow an idea, trust the process.

Human-centred design

We've already mentioned human-centered design in short, but this is another idea popularized by IDEO. It takes the ideas of design thinking and folds in the human element at every point. It ensures that a desire for a sleek product or other goals do not supercede the needs of the human.

Learning Sciences

Born around 1990's Learning Sciences is an interdisciplinary field that looks to progress scientific, humanistic and critical theoretical understanding of learning. It involves researching and testing learning in real world situations, guided by constructivist, social-constructivist, socio-cognitive, and socio-cultural theories of learning.

The same way the field of Learning Science gives particular attention to improving education through the study, learning design gives particular attention to whether or not the learning solution develops meets the projects desired goals/outcomes. Research-validated practices are the ultimate goal. However in some instances "research" can be more or less formal, frequent, and elaborate.

Sound Pedagogical Practices

There are an array of theories and methods used to teach learners. However it's important for educators to focus on the purpose and intentionality of the method chosen at the time of teaching, not the quantity of methods they use. Sound pedagogical practices are selected according to the teacher's beliefs, the needs of the learner, and the demands of the activity. Some examples are Modeling, Inquiry-Based Learning, Guided Interaction and Metacognition.

Our Learning Design Studio has created a library of Pedagogical Practices with a curation of most commonly used practices that are thought to be the most effective and more often requested/demanded by clients. Having a publicly available library enables our team to have consistent and accurate understanding of such practices, a way to inform their learning design and resource to explain pedagogical practices.

Best practices in Curriculum Development

"Curriculum development should always come after, and be guided by, the development of a mission, a strategic direction, and desired learning outcomes for each degree". One of the things we put most attention to is the development of Learning Objectives. You would be surprised with how many times Learning Objectives are overlooked or developed just because it's one of those things teachers need to do. "Learning Objective" is a very loaded term and is mostly used as a communication tool between the course developer and the university. Often times the way these objectives are written aren't useful for creating online lessons -they focus on highlighting the overarching concepts learners need to 'understand' rather than specifying what they actually need to be able to do to demonstrate an understanding of these concepts."

Through learning design we encourage instructors to think about SMART(TT) Learning Outcomes:

Background Design

Backward Design challenges "traditional" design approaches because it involves setting goals, then thinking about how these will be assessed, and lastly choosing or developing the instructional method and activity needed.

Backward Design involves 3 phases:

1. Identify the results desired (big ideas and skills)

2. Determine acceptable levels of evidence that support that the desired results have occurred (culminating assessment tasks)

3. Design activities that will make desired results happen (learning events)

It is not uncommon however for educators to think about how they want to teach a concept, rather that if it's possible to measure understanding through that specific activity. Luckily newer and more advanced technologies provide very granular learner data, and similar to Backward Design, Learning design encourages teams to plan and design for the data they want to track when creating a learning experience. This will ensure you have what you need to check learner competency, run a blended class, or to further iterate on your existing lesson design.

Data Driven Design

As we enter the decade of big data, data-driven design is becoming more commonly used, with virtually every sector leaning heavily on data when making decisions, including design decisions.

Some learn-teach tools like Smart Sparrow provide extensive data points and insights into how learners learn, how they're interacting with the content, what misconceptions they have, flaws in your content and more. Data is very powerful in that it gives instructors control over evaluating the effectiveness of the lesson and it's design, including deciding the right changes to make for refinement for the next cohort -the hallmark of iterative design.

Collaborative Problem Solving

Collaborative problem solving is about people working together, face-to-face or in an online environment, with a focus to collectively solve real world problems. The members of the group/team often share a common concern or have a similar passion and have the same level of commitment to the work. It's thanks to sharing their personal expertise, experiences, tools, and methods that this approach is so valuable to instructional designers.

With the advent of technologies, the creation of learning experiences has become a team sport where instructors, subject matter experts, UX designers, graphic designers, developers collaborate. Some institutions have already started hiring such production teams; whilst others still rely on external companies to do so. The Smart Sparrow Studio comprises of people from various backgrounds, mindsets and (of course) specializations which helps in bringing diversity, perspective and unbiased approach to our work.

At Smart Sparrow we work really hard to create space for creativity and exploration, in order to produce extraordinary work. We know now that designing for the digital medium is not like designing for face-to-face, hence it's important to follow a process fit for purpose. In addition we embed a philosophy into our courseware design & production process and hence view our process as a set of guidelines. Below are the main 8 stages of a process what has yielded great outcomes for us.

Summary of Smart Sparrow's Design Process.

Empathize - Think about your learner personas and how to personalize lessons for every learner - from those who fly through material with ease to those who struggle with concepts outside of their comfort zone.

Define - Work with Subject Matter Experts to define goals, learning objectives, and additional needs for the digital learning experience you're creating.

Ideate - Brainstorm new ways to bring content to life using new question types, simulations, games, learning apps, and varied assessment items.

Prototype - Develop the first version of the learning experience, including visual design, content, adaptive feedback, and adaptive pathways.

User Testing - Collect feedback from professional testers, colleagues, and learners.

Refine - This is the pesky '+' in the number of stages involved with learning design, and in fact this stage can occur endlessly after any of the previous three steps (you need to know where to draw the line). After you have gone through ideation, prototyping, user testings, iterate to continuously improve the learning experience you're creating.

Deliver - After you finish development and run a final quality assurance check, set your new course curriculum and get ready to enroll learners.

Reflect - Look back to ensure goals were met and analyze ways to update and improve learning experience before next term.

Learner-centred design and technology

Technology is rapidly changing the way that we learn and teach. There are a range of tools at our disposal- new features are made available constantly and new tools are developed yearly -the landscape is getting more crowded. In recent years, there have been multiple attempts to explicate this software ecosystem, below is an attempt by Navitas, to bucket tools depending on the stage of the learning lifecycle they were designed for and impact. And it gets more complex, this graph doesn't include the tools Graphic Designers, UX Designers, Software Developers use.

Navita's Next Gen Learning Lifecycle

At the end of the day the right technology for instructional design teams (aka courseware development teams) is a versatile and powerful tool that enables the creation of high-quality digital learning experiences that are beautiful, seamless, engaging and personal. Whole courseware development teams (Subject Matter Experts, User Experience Designers and Developers) should be able to collaborate in one single place, moving efficiently and speedily from concept to delivery. They should have the tools, themes, templates and system architecture in place to accelerate the development and innovation of the learning solutions they design and create.

At Smart Sparrow, we believe learning design challenges technology to innovate, and the right technology inspires new possibilities in online learning and assessment. At the end of the day if you only have a hammer, everything looks like a nail. So if courseware development teams want to improve the quality of online learning experiences, they must think deeply about the type of tools they use.

The quality of digital instruction is the new basis of great learning experiences. 95% of universities plan to launch fully online degree programs by 2020 - which will compete nationally, if not globally. What exactly will institutions compete on? Price? No, that will simply lead to a-race-to- the-bottom price war. Universities are slowly looking to invest time and resources on delivering a superior learning experience that leads to higher completion and stronger outcomes. (Eduventures, 2017).

With the right design processes, pedagogy, and technology, teams can design high-quality online learning experiences that meet the affordances of the digital medium - and that will guide a path to improved learning and online program success.

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Recently the concept of "Learning Design" has gained momentum in the education space, mostly through discussions at conferences, webinars, ebooks, and more. Being topical though doesn't make it new, in fact the concept has been evolving since the early 2000's, deeply rooted in Design Thinking. So what is it?

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A visually structured approach to learning design to think through and support your students’ learning

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An Introduction to the Learning Designer