Abstract
Technology enhanced learning has the potential to develop and deliver innovative learning opportunities to improve the student learning experience (Conole, 2013; Sharples et al., 2015). There is now a wide range of learning trajectories from which curricula are currently being developed and for many this raises the question of how higher education educators can ensure that they choose appropriate, robust yet innovative learning designs. This is because a good learning design needs to assist with the delivery of course materials, learning support, and appropriate assessment strategies which will meet the learning outcomes demanded by educational institutions and employers.
Highlights
This special collection from the best papers presented at the #Design4Learning conference in 2014 supported by the Higher Education Academy and the OU provides some advice in this area through mapping a number of facets of learning designs that should be reviewed before embarking on the production of new curriculum, or revising an existing module
The approach adopted was that of Content and Language Integrated learning (CLIL), and, as Coyle et al (2010) state, this type of pedagogy creates an “innovative fusion of non-language subject with and through a foreign language”. This particular flipped classroom learning design emphasised the role of classroom activities and increased the class time available for student-centred active teaching (Bowen 2012)
Not all the students liked this self-pacing that was required while following the subject material, but they did indicate that they were able to pace themselves successfully, which is an indicator of a good learning design
Summary
This special collection from the best papers presented at the #Design4Learning conference in 2014 supported by the Higher Education Academy and the OU provides some advice in this area through mapping a number of facets of learning designs that should be reviewed before embarking on the production of new curriculum, or revising an existing module. This particular flipped classroom learning design emphasised the role of classroom activities and increased the class time available for student-centred active teaching (Bowen 2012). The technical issues associated with his type of invigilation were not being tested since a commercial supplier was used in this study.
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