Rethinking how people learn: A holistic framework for effective learning design

Purpose– The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.Design/methodology/approach– By adopting Conoleet al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?Findings– Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conoleet al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.Research limitations/implications– The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.Practical implications– Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.Originality/value– The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

The development of any course designed for a massive audience should be an iterative and careful process. This is to ensure all courses developed in virtual learning environment (VLE) can replace face-to-face class effectively. This study is an exploratory study to conceptualize a learning design framework (LDF) for massive online learners in VLE. Research shows that minimal empirical studies related to framework for designing and developing of massive online course in VLE in a Malaysian context exist. Further, the design of online content seldom informed by learning theories and instructional strategies. This study informs the need to have a LDF and the study shall first be conducted through semi-structured, in-depth interview of the three instructional designers (ID) to identify their thought process in learning design. A study of the current literature on learning design shall also be conducted as a follow up to understand the current trends in Education 4.0 and to explore the emerging themes related to learning theories and instructional design strategies. Finally, the experts will review and validate this framework as well as to suggest ways to make improvement on the LDF.

This chapter presents and evaluates a Web 2.0 Learning Design Framework that can be used to develop pre-service teachers’ learning design capabilities. The framework integrates the TPACK model of educational practice, Anderson and Krathwohl’s Taxonomy of learning, teaching and assessing, and different types of constructive and negotiated pedagogies, with a range of contemporary Web 2.0 based learning technologies. Pre-service teachers in a second year learning technology subject felt that the framework helped them to better understand the relationship between technology, pedagogy, and content, as well as create more effective learning designs for their students. Examples of student learning designs are used to illustrate the way that pre-service teachers applied the framework. Students’ reflective responses to the framework are also used to explain how the Web 2.0 Learning Design Framework can be more effectively used to develop pre-service teachers’ Web 2.0 learning design capabilities.

While the value of multimodal learning experiences is well articulated in the literature, rich examples of learning experience (LX) design aiming to guide research and practice in authentic school classrooms are currently lacking. This study’s first objective was to provide a comprehensive account of the LX design process, aimed at enhancing multimodal learning in kindergarten education. With the aid of two kindergarten teachers, we followed a learning design approach that blended established instructional frameworks such as the learning via multiple representations, the learning stations, and the learning trajectories. This study’s second objective was to conduct an evaluation study. The LX design was implemented with the two teachers and their 33 kindergarten students to assess its effectiveness. Both quantitative and qualitative data were employed for triangulation of the evidence. The study contributes to the literature by offering a replicable LX design framework that addresses calls for structured integration of multimodal digital resources in early childhood education. Furthermore, findings from the evaluation study shed light on teachers’ positive perceptions of the multimodal learning experience based on observed students’ behaviours and achievement. This work is a step forward in addressing a need for LX designs that can facilitate seamless multimodal learning in early childhood.

Twenty-first-century learning requires adaptive, integrated, and contextual learning strategies and designs to develop learners' competencies and character. This literature review aims to create a comprehensive conceptual understanding of instructional strategies, learning design frameworks, instructional design elements, and teaching strategies in Islamic education. This study employs a qualitative approach using the Systematic Conceptual Literature Review (SCLR) method. A total of 40 scientific articles published between 2014 and 2024 were systematically analyzed, including Scopus-indexed journals, Google Scholar, academic books, and educational policy documents. The search was conducted through Scopus, Google Scholar, DOAJ, and ProQuest in Indonesian and English, then analyzed using thematic analysis and conceptual synthesis to identify functional and structural relationships among the components of instructional strategies. The findings indicate that effective learning is determined by integrating instructional strategy components, including clear objectives, logical sequencing of materials, meaningful activities, and continuous evaluation. The learning design framework is a conceptual map connecting objectives, learning experiences, and technology utilization, with a flexible and modular design practical for e-learning, mobile learning, and MOOCs. In Islamic education, contextual strategies integrating traditional methods such as Qur’anic stories and nasheed with technology-based collaborative approaches enhance student engagement and value internalization

This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.

The instructional design and technology (IDT) field is broad and interdisciplinary which complicates the role of instructional technologists. It is reported that IDT studies mainly concern hard, computer-based technologies and there is a lack of studies about learning theories and design frameworks. Therefore, the present chapter starts with the introduction to the field of IDT in 21st century higher education. Second, it continues with defining multimedia learning theory with its design principles for online learning environments which is considered to be critical for learning in a digitally driven age. Third, the concept of digital distraction is introduced which is a critical issue for effectiveness and efficiency of online learning experiences. It is implied that the digital distraction of university students is at an alarming level. In sum, the present chapter deals with revisiting instructional and learning design concepts along with multimedia learning and digital distraction issues.

This research study investigated the professional development of teachers as they integrate learning technologies into classroom practice. In particular, the study was concerned with the specific role of the learning technology coordinator in this professional development process. The views of classroom teachers were sought concerning factors in their professional development which they found useful together with the relevance of the role of the learning technology coordinator. So too, the views of the learning technology coordinators and principals were sought regarding effective professional development as teachers integrate learning technologies into classroom practice. Two processes were used to ascertain these views. Focus groups and interviews were conducted at the LaTTiCE (Learning and Teaching Technologies in Catholic Education) and Navigator schools. The Navigator and LaTTiCE school were specially funded pilot schools for the integration of learning technologies into classrooms. These technology rich schools provided detailed data from a specific group of people. A survey was also sent to randomly selected primary schools in Melbourne to see if similar responses would be gained from the general population of schools less privileged in terms of learning technologies and the associated professional development. Analysis of this data led to some important insights related to the professional development of teachers as they integrate learning technologies into classroom practice and to the specific role of the learning technology coordinator in this process. This study found that the main reason why teachers integrated learning technologies into classroom practice was to benefit their students and to improve their own skill levels.;The important factors in the professional development of teachers integrating technology were that it was collaborative, embedded in practice, ongoing over time, had the support of the principal and was supported by a learning technology coordinator. This study focused on the role of the learning technology coordinator and found that the most important aspect of this role was related to the professional development of teachers and the coordination of the school's technology program. These findings led to recommendations that priority be given to funding at a system level for a school based learning technology coordinator to be appointed in each primary school and that principals provide for this coordinator to focus on the professional development of teachers integrating technology into classroom practice.

The paper presents a conceptual framework for flexible learning design, specifically focusing on the context of the Flipped Classroom (FC). The aim is to provide a comprehensive understanding of flexibility in learning environments and course designs, as well as explore emerging flexible modalities. The paper also underlines the theories underlying flexible learning design and discusses the implications and considerations associated with implementing such approaches. The introduction highlights the role of flexibility in education and introduces key discussions. The conceptual framework section defines flexibility and explores its various dimensions, establishing a foundation for the related arguments. Next, the paper discusses the theories that underpin flexible learning design, providing insights into the pedagogical principles and approaches that support this educational paradigm. It further explores flexible learning environments, addressing the key elements and characteristics that contribute to their effectiveness. The subsequent sections elaborate on the specific aspects of flexibility in different learning settings. It explores flexibility in F2F, blended, and online learning contexts, highlighting the unique considerations and strategies for each modality. This is followed by the presentation of emerging flexible modalities, discussing their potential benefits and challenges. The paper also emphasizes the critical role of flexibility in teaching and learning exploring how flexibility impacts what and how students learn, the delivery of instruction, didactic strategies for organizing learning activities, provision of learning resources, and the assessment and evaluation process. Furthermore, the concept of flipped learning is discussed as a flexible design, showcasing its potential as an effective approach to flexible learning. It provides practical suggestions and potential strategies for implementing flexible design within the framework of flipped learning. The literature review section synthesizes existing research on students' and teachers' perceptions of the effectiveness of the FC where the benefits and challenges associated with flexible learning approaches are explored and discussed. The paper concludes with implications and considerations for implementing flexible learning design with a discussion on the importance of student agency in taking control of the learning experience, overcoming institutional barriers, balancing planned and spontaneous flexibility, and designing for students with special needs. The paper offers a comprehensive exploration of flexible learning design within the context of the flipped classroom. It provides valuable insights into the conceptual framework, theories, practical strategies, and implications associated with implementing flexible learning approaches. The findings and recommendations presented in this report aim to inform teachers, educators, policymakers, and researchers in their efforts to promote effective and adaptable learning experiences while designing a flipped learning in their classroom.

Supporting Self-Regulated Learning with Student-Facing Learning Analytics: User-centric Design Guidelines

Cerebral palsy (CP) is a disorder of physical body movement and posture caused by a lesion or injury of the immature brain. It is the primary cause of childhood deformity and the secondary cause of severe mental retardation. Learning difficulty among children with CP is the biggest problem that requires immediate attention by the application designers and developers. This paper presents a systematic literature review of learning software application design frameworks between years 2007 and 2012. The aim of this study is to discover the existing learning and other application design frameworks for children with and without CP, their weaknesses and strengths and the type of empirical evaluations performed in this domain. Our broad search found a number of SLRs corresponding to unique studies. In this review, we could identify the current research on learning software design frameworks for the children with CP and the learning issues based on the lessons learned from the existing works. Our finding in this SLR shows that most of the developers develop learning software application for children with autism. The studies are becoming popular throughout the years. The current work is part of the ongoing study for developing a new learning application design framework for the children with CP. This effort will help in improving the learning and hence living standard of special children.

Aligning market demands with the knowledge, competencies, and skills provided by higher education is a significant challenge and often falls primarily on the shoulders of educators. This study aims to explore the concept of inclusive AI learning design and its intersection with the integration of the 6Cs framework in higher education. In other words, it delves into the multifaceted role of Artificial Intelligence in the classroom, focusing primarily on the integration of the 6Cs (communication, collaboration, critical thinking, creativity, character education/ connectivity, and culture/ citizenship) in Moroccan higher education institutions, Artificial Intelligence literacy, and the cultivation of digital humanities techniques. The main research question guiding the study was “How to integrate the 6Cs at the tertiary level using inclusive Artificial Intelligence learning design? ». The study held significance in contributing to the existing literature by providing new insights and filling gaps in knowledge. To achieve the objectives of the study, the researcher relied on an exploratory descriptive approach through an interview and a self-developed questionnaire involving 15 ESP teachers. The results indicated that teachers face several challenges when integrating the 6C of 21st-century education into ESP classes, including engineering students’ low motivation, difficulties in combining multiple competencies, limitations in teaching materials, and time management issues. Hence, establishing a framework for inclusive Artificial Intelligence learning design that encompasses the 6 Cs is compulsory.

Learning design as we know it is at a crossroads. Based on learning theories published almost a hundred years ago, it is designing for in-person learning and a student demographic that hasn’t been seen since the 1950s. In the twenty-first century, and particularly post Covid-19, the field is long overdue for an update that puts blended and online learning at the forefront, addresses the inevitable link between the internet and education and responds to the changing demographics of learners in higher education. This paper will look at pedagogy and learning design through a modern lens with an aim to redefine the field and develop a new framework for learning design that is intuitive, inclusive, and grounded in the current century.

Learning, considered as a neurophysiological process, is the name given to the permanent effects that occur as a result of an individual's interaction with the environment, reorganization of behaviors and habits, behavioral development and change, changes observed in an individual during the acquisition of information and ideas. Learning is not a concept that is limited by time, on the contrary, it is a lifelong process. It is expected that everyone who has anything to do with learning within the framework of learning and learning technologies and methods will be in this process in the progressive process as it is today. Learning theories deal with a number of important details about how the learning process takes place in terms of quality, environment, evaluation and strategies. In general, every learning theory has assumptions that reflect a philosophical understanding of what knowledge and knowledge are at its core. Although these theories address some basic elements about learning processes, how exactly learning takes place and how to evaluate the learning outcome often leads to some discussions. Learning theories, while revealing the processes and functions related to learning, have also developed approaches related to different types of learning that arise in terms of different learning environments and situations. A close interaction and relationship between learning technologies and theories is observed Decently. Information and communication technologies also allow the use of different and new tools while creating new learning environments. Key Words: Educational Management, Learning Theories, Behaviorism, Cognitivism, Structuralism

While adaptive learning is emerging as a promising technology to promote access and quality at a large scale in higher education (Becker et al., 2018), the implementation of adaptive learning in teaching and learning is still sporadic, and it is unclear how to best design and teach an adaptive learning course in a higher education context. As early adopters, a team of instructors, instructional designers, and administrators at the University of Central Florida (UCF) identified five key design features as an adaptive learning design framework to guide the unique course design process. These five features involve deliberate design and development efforts that could bring significant benefits to student learning. The purpose of this field note is to present a design framework and best practices for teaching from both a systems and a pedagogical approach in the context of implementation at UCF. We also share the rationale and classification framework UCF has adopted to ensure the term “adaptive learning” is universally understood across campus. This paper offers insights into the design, delivery, and implications of utilizing adaptive learning systems in higher education courses at a public research university and attempts to capture the intimacy of lessons learned and best practices gathered since the project’s inception in 2014.