ETS provides a range of services and resources which support the design of great student learning experiences. Want to learn more about Learning Design in practice? Are you developing or revising an online course? Want to embed technology in your face to face class?
To learn more about Learning Design and the services we offer, see the sections below.
What is Learning Design?
“Learning Design refers to ways in which educators can document, model, implement, store, share, adapt and reuse pedagogical ideas” (Bennett, Agostinho, & Lockyer, 2016). This includes the process of creating student learning experiences based on identified learning outcomes and empirically supported learning theories. Similar to Instructional Design, which focuses on designing instruction, learning design is an emerging area of practice that speaks more to learner-centred approaches of teaching and learning. Using an established instructional design model as a framework, the interactions involved in teaching and learning along with work completed and artefacts created, are mapped out and eventually implemented to ensure learning has occurred.
Bennett, S., Agostinho, S., & Lockyer, L. (2016). Investigating University Educators’ Design Thinking and the Implications for Design Support Tools. Journal of Interactive Media in Education, 2016(1), 1–10. http://doi.org/10.5334/jime.404
Designing for Learning
While we cannot design learning itself, we can design FOR learning. This series of resources provide guidances on major aspects of designing for learning, including writing learning outcomes, constructive alignment and designing assessments, formative activities and learning materials.
Models of Instructional Design
Models of Instructional / Learning / Educational design can guide the work involved in creating great learning experiences. At ETS, we use an expanded version of the ADDIE model, which includes the basic aspects of Backwards Design.
Courses can be offered in many different ways, on a spectrum from face-to-face to blended and fully online, with a variety of tools and teaching strategies used to support each learning experience.
Scarfe Teaching and Learning Studios
The Faculty of Education has a couple of new learning spaces which can facilitate both online and in-person collaborative experiences.
ETS is piloting a new course development process rooted in the ADDIE model, with several key steps built in to ensure learning experiences are designed and implemented with an alignment to outcomes in mind. Working with instructors and course developers in a reflective process, ETS’ instructional designers work together to design the learners’ pathway through a course, from how assessment tasks will support learning outcomes, to how learners acquire specific knowledge and skills to support successful mastery of outcomes.
Course Developer (SME): Instructor or faculty member undertaking the course revision or development.
Instructional Designer: ETS staff member tasked with supporting and guiding the course revision or development process.
For a detailed look at our course development process, check out the full workflow here and download a detailed description of the process and associated worksheets here.
|Project Initiation||Department within the Faculty of Education initiates a course revision, identifying specific work to be completed and anticipated delivery date.||–|
|Reflection on Previous Iterations||ETS’ instructional designers work with course developers to reflect on previous iteration of the course to gain an understanding of student needs, placement of the course within the program, and overall course aims from the instructional perspective.||First Meeting|
|Reflection on Course & Unit Learning Outcomes||Course and Unit outcomes are revisited, to ensure they are measurable, clear and speak to actionable skills in the workplace. Unit outcomes are then revisited / developed to ensure alignment and to ensure the course is broken up into attainable sections for learners.||Week 2|
|Planning Summative Assessment Tasks||Next, based on elements of backwards design, authentic summative assessment tasks are developed to ensure appropriate evidence is collected for achieving course and unit outcomes.||Week 4|
|Developing Formative Activities||Formative Activities are developed to support learners in making new connections, and provide opportunity for practicing mastery of stated outcomes. Instructional designers work with course developers to ensure social presence, collaboration and reflection which allow learners to have ample opportunity to learn and apply new concepts.||Week 6|
|Selecting Learning Materials||Course Developers select appropriate learning materials, sourcing Open Educational Resources (OER), creating videos, or selecting academic readings through Library Online Course Reserves (LOCR).||Week 8|
|Complete Learning Design Documentation||(Optional) – Visualization of the learning design, which includes a course calendar / learner pathway through the course, is developed with the support of ETS staff as a means to visually represent the tasks, readings and flow of the course so learners have a broad overview of what they will be working on throughout the course. At this point in the development process, an initial Academic Review may be conducted to ensure academic rigour.||Week 9|
|Build in Canvas||Now that the course has been largely designed offline, Instructional Designers will work with Course Developers to build the course in canvas, ensuring it meets established course design standards.||Week 15|
|Gather Feedback||After the course has been developed in canvas, an Academic Review is conducted to ensure outcomes, assessment tasks, formative activities and learning materials are appropriate for the level and domain area.||Week 16|
|Revise||Based on the completed Academic Review revisions are made, before the course is delivered.||Week 18|
|Pilot / Teach||The course is taught in canvas, and learner feedback gathered to inform further revisions. Informal feedback from learners is essential and provides accurate direction and documentation for future revisions of the course. Without this learner feedback, direction for revisions may not provide enough information for meaningful improvement.||–|
|Post-pilot Revision||Further revisions are made based on learner feedback.||After course offering|
Scholarship of Teaching and Learning in Education
Through ongoing support, ETS provides academic staff within the Faculty of Education, the opportunity to share their practice with hosted events, showcasing innovations in learning. ETS also provides services related to data collection, ethics, privacy and other issues relating to working with human participants and the use of technology in education.
The Technology Enhanced Classroom (TEC) Expo is an annual event designed to showcase and celebrate creative and innovative uses of technology in face-to-face, blended, and online classrooms within the Faculty of Education. A portion of the TEC Expo event is dedicated to Makerspaces. The Makerspaces provide opportunities to share hands-on making, and coding activities with the audience.
Materials to support Learning Design
Online / Blended Course Development Checklist (PDF for completing on Paper | docx for completing in Word)
Academic Review Checklist (PDF for completing on Paper | docx for completing in Word)
Designing for Learning Worksheets