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PS43062T UNIT II Learning Design B.ed - Semester III

Learning Design is an evolving concept that focuses on creating effective educational experiences by prioritizing learners' needs and understanding their learning processes. It differs from traditional Instructional Design by emphasizing learner-centered approaches and the collaborative nature of learning in a modern context. Good Learning Design includes clear specifications, sequential learning objectives, and resources to support learners, ultimately guiding the design of educational activities.

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Debjyoti Mukhopadhyay
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17 views5 pages

PS43062T UNIT II Learning Design B.ed - Semester III

Learning Design is an evolving concept that focuses on creating effective educational experiences by prioritizing learners' needs and understanding their learning processes. It differs from traditional Instructional Design by emphasizing learner-centered approaches and the collaborative nature of learning in a modern context. Good Learning Design includes clear specifications, sequential learning objectives, and resources to support learners, ultimately guiding the design of educational activities.

Uploaded by

Debjyoti Mukhopadhyay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Learning Design

Concept of Learning Design


Recently the concept of “Learning Design” has gained momentum in the
education space, mostly through discussions at conferences, webinars, e-books,
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.

A “learning design” is defined as the description of the teaching-learning


process that takes place in the unit of learning. It is the ‘application of a
pedagogical model’ for a specific learning objective, target group, and a specific
context or knowledge domain.
However, Learning Design is the framework that supports learning
experiences. It is a variety of ways of designing ‘student learning experiences’,
that is, a sequence of types of activities and interactions. It refers to deliberate
choices about ‘what, when, where and how to teach’. Decisions need to be made
about the content, structure, timing, pedagogical strategies, sequence of learning
activities, and the type and frequency of assessment in the course, as well as the
nature of technology used to support learning.
The learning design specifies the teaching-learning process. It's a more or
less formal description of a pedagogical scenario (also called educational script)
and that may or may not follow an instructional design model. A “unit of
learning” can be any instructional or learning event of any granularity, for
example, a course, a workshop, a lesson, or an informal learning event.
The key principle in learning design is that it represents the learning
activities and the support activities that are performed by different persons
(learners, teachers) in the context of a unit of learning. Crucial in any learning
process are the activities that learners undertake: reading, thinking, discussing,
exploring, problem solving, etc. These activities can refer to different learning

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objects that are used during the performance of the activities (e.g. books,
articles, software programmes, pictures), that are used to collaborate and to
communicate in the teaching-learning process. The learning activities that are
needed to obtain some learning objectives are in most cases carefully sequenced
according to some pedagogical principles. This sequence of learning activities
that learners undertake to attain some learning objectives, including the
resources and support mechanisms required to help learners to complete these
activities, is called a learning design. Learning designs may be at the level of a
subject, or subject components. A learning design can be considered the
framework that supports student learning experiences.

How is learning design different from instructional design?


A lesson plan is a teacher's detailed description of the course of instruction or
"Learning Trajectory" for a lesson. “Instructional Design” in fact, was the
standards at the time, and we also used this nomenclature when we first began
helping educators create courseware. But we quickly made the jump to
“Learning Design”.

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.

Focusing on Learner-Centered 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

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driving belief is that focusing instructional design projects on the needs, desires,
and hopes of learners ensures that the project is successful.

Qualities of good Learning Design


1. The learning design should have specification of the teaching and
learning process, along with the conditions under which it occurs and the
activities performed by the teachers and learners in order to achieve the
required learning objectives.
2. Template for a learning activity should have description of the sequence,
tasks, resources, and supports.
3. Learning design must have critical components in the context of a unit of
learning that learners undertake for reading, thinking, discussing,
exploring, problem solving, etc.
4. Sequential learning objectives are needed according to some pedagogical
principles.
5. Sequence of learning activities of learning design should clearly include
the resources and support mechanisms to attain some learning objectives.
6. The learning design also need to describe the sequence of events and
specifies at what stage particular resources and supports are available.
7. It should have expected cognitive outcomes for students.
8. Good learning design should also include a time line.

Important of Learning Design

1. The framework of learning designs consists of a learning strategy,


learning resources, and support mechanisms to provide guidance and
feedback to learners.
2. 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.
3. A learning design represents and documents teaching and learning
practice using some rotational form so that it can serve as a description,
model or template that can be adaptable or reused by a teacher to suit
his/her context. Means it provides a method by which designs can be
reused, as opposed to just sharing content.
4. It can guide individuals through the process of creating new learning
activities.
5. It can highlight policy implications for staff development, resource
allocation, quality, etc.
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6. It has the potential to aids learners and tutors in complex activities by
guiding them through the activity sequence.
7. The use of learning design knowledge to design education.
8. It is the student-cantered plan for implementation of learning tasks.

Steps of Learning Design


Learning Design

The 7Cs are grouped into four categories:

1. Vision
a. Conceptualise (What are you designing and why, who are you
designing for?)
2. Activities
a. Capture (in terms of capturing resources to be used and activities
around Learner Generated Content)
b. Communicate (mechanisms to foster communication)
c. Collaborate (mechanisms to foster collaboration)
d. Consider (activities to promote reflection and enable assessment)
3. Synthesis
a. Combine (combining the activities to give a holistic overview of
the design and associated learning pathways)
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4. Implementation
a. Consolidate (in terms of running the design in a real learning
context, evaluating, refining and sharing the design).

Each C has a set of Conceptual Learning Designs (CLDs) associated with it.
It looks like a useful model for learning design. The presentation below gives
some more information.

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