Learning Design Framework Research Articles

Developing professional expertise for safety: a learning design framework

Continuing professional development recognises that changes in the contemporary world demand that engineering professionals continuously learn. Today’s professional landscape requires the provision for ongoing learning relevant to evolving workplace requirements. This is particularly the case for engineers working in hazardous industries who make decisions every day with significant consequences. Despite this, the safety literature has paid little attention to best practice in professional learning. There is a large literature regarding lessons to be learned from accidents. Other published studies focus on training methods such as simulation. Educator-focused approaches such as these separate learning from real day-to-day workplace contexts and the learning needs of professionals. It is increasingly recognised that professionals learn, in a way that shapes their practice, from a diverse range of activities. Learning must therefore be active, social, and situated within the sphere of professional responsibilities, contexts, and groups. This paper presents a learner-centred framework that can be used to develop professional learning for safety that is grounded in day-to-day work practices and professional context needs. The framework aims to move away from the limitations that have been found with the current professional development approaches to enhance learner-centred professional learning. The framework was developed and used in the context of engineering practices regarding safety, but, because the framework encourages learning to be designed based on workplace contexts, it is applicable across a range of training needs and professions.

Developing an Augmented Reality Immersive Learning Design (AILeaD) Framework: A Fuzzy Delphi Approach

The use of augmented reality as a teaching aid among teachers is becoming more widespread. So, it is a must to create a holistic framework of augmented reality in order to enhance the teaching and learning context. Therefore, the purpose of this study is to develop an augmented reality immersive learning design (AILeaD) framework by using the Fuzzy Delphi Technique. The objective of this research is to gain experts’ consensus in building and identifying constructs and elements as well as their place in the AILeaD framework. The Fuzzy Delphi Technique is used as a systematic method to evaluate, verify as well as to make a decision in modifying all needed constructs and elements in order to create the AILeaD framework through the consensus of the experts. The research questionnaire is divided into three sections which are technology skills, instructional designs and type of augmented reality applications in a total of 36 items and using the Likert-7point scale. The sample of this research consists of 10 experts from educational technology, teaching technology, augmented reality and model development. The finding showed that the experts agreed and approved all of the constructs and elements where the three conditions were fulfilled which are the item value is less than or same with the threshold value (d) < 0.2, experts' consensus percentage exceeded 75% and defuzzification value per item exceeded α-cut = 0.5. This study could contribute to the educational policy that focuses on the development of teaching quality with the improvement of existing skills among educators through the innovation and utilization of technology in the teaching and learning context. This is in line with Malaysia Education Blueprint known as Shift 7 (2013 – 2025) where it leverages the utilization of ICT to enhance the quality of education in Malaysia. The implication of this study is to make the AILeaD framework as a guideline for teachers, lecturers and instructional designers in producing the teaching aids in accordance with augmented reality and taking Gagne Nine Events, Cognitive Theory of Multimedia Learning dan Revised Bloom Taxonomy into account.

Lessons learned from designing a curriculum analytics tool for improving student learning and program quality.

Curriculum Analytics (CA) emerged as a sub-field of Learning Analytics, aiming to use large amounts of educational data to drive curriculum decision-making and program improvement. However, it is still an open question how the use of CA tools impacts student learning and program quality. To advance this field, this paper describes the lessons learned from having designed and implemented a CA tool to help managers and teaching staff reflect on curriculum and teaching practices. This CA tool was developed under a design-based research approach called The Integrative Learning Design Framework. We implemented a two-cycle building-testing structure to evaluate the perceived usefulness and usability of this tool. The first cycle consisted of designing a first version of the tool and evaluating its use throughout a case study involving 5 managers and 124 teaching staff members who participated in a 3-year continuous improvement process in one Latin American university. The second cycle consisted of redesigning the tool according to the lessons learned during the first cycle and evaluating its use throughout workshops with 16 managers and 9 teaching staff members in two Latin American universities. Findings indicate that the CA tool helped teachers collect a greater number and variety of evidence regarding students’ attainment of competencies, allowing staff to be more aware of the learning situation of their students when redesigning course assessment methods and course sequences. Currently, this CA tool is being used by 20 Latin American universities, guiding curriculum renewal strategies beyond the current global pandemic.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12528-022-09315-4.

Combat Tanking in Education

This study examines the impact on engagement and affective outcomes of playful learning in social virtual reality (SVR) for distance and open education settings and aims to provide a practical framework for playful learning design. Three case studies in the United States and Greece were examined where playful learning was organized for e-learning. Data collection methods include questionnaires, observation of online course meetings, reviewing of course communications and chat logs records, student and instructor interviews, student coursework assessments, and reflections. Findings indicated that playful learning experiences in SVR can increase academic interest, intrinsic motivation, engagement level, satisfaction, and completion rates. Instructor genuine investment in a thoughtful, sophisticated humorous approach was vital for student buy-in. Finally, guiding principles for playful learning design in SVR are summarized in a model involving four dimensions: theme, actions, narrative, and auxiliary components (TANC).

A wiki-based framework for collaborative learning design in teacher education

A wiki-based framework for collaborative learning design in teacher education

COVID-19 catalyst: emergent pedagogies and a DIAgram framework

The global COVID-19 pandemic has delivered extraordinary challenges across geographies as well as practices, and clearly academia has not been spared. While the events of 2020 and 2021 have revealed some limits to teaching in the ‘old (pre-pandemic) normal’, technology-supported pedagogies have been emerging for several years. This pandemic has been a potent catalyst, not only for ad-hoc adaptation, but potentially for long-term change and improvement. The ‘old normal’ is now long passed, and approaches to learning and teaching continue to explore new ground. This article draws on the work of Built Environments Learning + Teaching (BEL+T), an academic group within the Faculty of Architecture, Building and Planning at the University of Melbourne. The BEL+T group applies creative problem-solving and design-led approaches, evidence-based research methodologies and project-focused consultancy to improve teaching quality and student engagement in built environment disciplines. The following sections introduce a learning design framework – the Delivery, Interaction, Assessment (DIA) framework – which was developed by BEL+T as a tool to communicate with and support staff throughout 2020 and 2021, and continues to be used to support teaching efforts. The translation of the elements of the DIA framework and its related ‘DIAgram’ to specific learning activities are presented in the following sections ‘on the (virtual) ground’. Some emergent pedagogies for virtual learning environments (VLEs) are outlined, exploring relationships between students, teachers, objects, sites and VLEs for learning, alongside implications for teacher presence and performance online. These key factors have influenced online approaches both before and since the onset of the pandemic. They deliver implications for emergent hybrid approaches such as dual delivery and blended synchronous learning, which are in turn driven by the needs of a still-distributed student cohort and the challenges of ongoing unpredictability.

A learning design framework for community resilience: International and transdisciplinary perspectives on a boundary object

To equip graduates to respond to sustainability challenges, higher education institutions are developing programs and innovative pedagogical approaches that target new types of 21st century knowledge and skills. Resilience is a core concept in sustainability discourse, and one that is also driving pedagogical innovation that targets specific learner attributes. We argue that the topic of community resilience – as a theoretical boundary object – presents rich opportunities for transdisciplinary Education for Sustainable Development (ESD). This paper highlights international and cross-disciplinary trends in learning design for community resilience-focused university programs. The results outline the survey responses of 111 educators, researchers, and practitioners from a range of disciplines. One-way analysis of variance showed consistent results across the different groups of participants, regardless of geographic location, disciplinary background, or employment context. The research offers a learning design framework for teaching community resilience in higher education institutions, highlighting the importance of academic—practitioner collaboration in program development, disciplinary expertise to inform transdisciplinary learning, hybridised pedagogical approaches, and fostering student agency through assessment tasks.

Finally in the spotlight: How contemporary learning theory is saving education online during COVID

A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.

PEMBELAJARAN LITERASI KEBENCANAAN BERBASIS DIGITAL BAGI REMAJA DI DAERAH TERPENCIL

This study aims to develop a conceptual digital literacy learning for adolescents in remote communities; Designing digital literacy learning activities for youth in remote communities; and knowing the evaluation of digital literacy learning This research procedure was carried out by adapting the ILDF (Integrated Learning Design Framework) development procedure model. This model consists of three stages, namely Explorating, Enactment and Evaluation. This research was conducted in Pabuaran Village, Sukamakmur District, Bogor Regency.for adolescents in remote communities.The step of the development model begins with exploring, at this stage the developer identifies the need for distance learning due to the large number of trainees who experience difficulties in participating in learning activities in face-to-face, especially for teenagers who live in remote areas, the selection of the Moodle platform, this is because Moodle has an application in the form of Moodle Mobile which can be accessed via android phone. In the Enactment stage, at this stage the developer begins to design disaster literacy learning using the Mobile Modeling Model, compile prototypes and develop the learning in detail. The last stage is Evaluation, Testing material experts and media experts. Material experts give the results of the percentage of the feasibility of learning materials of 93.75%. Media testing gives the results of the feasibility percentage of 79.9%. The test on the small group test of the trainees got a result of 86.97% which means it is very feasible to use. This study provides suggestions that facilities and infrastructure must be available properly. The required facilities such as an adequate and stable internet network and an android phone with a minimum android version of Lollipop that must be owned by all disaster literacy training participants.

Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Program

This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education. A four-part open learning design framework was used to guide the course design: (a) clarifying the co-design process; (b) buildingand sharing knowledge, and making thinkingvisible; (c) building relationships; and (d) sustaininglearning beyond the course. The framework, alongwith the collaborative team effort that was part of alarger research project, enabled the developmentof an openly licensed and accessible digital book.The project brought together a collaborative teamwho were passionate about learning more aboutopen education and a small grant supported theadditional expense of professional copyediting torefine the book.

A conversational framework for learning design (in adverse times)

A conversational framework for learning design (in adverse times)

Significant Design Values for Outdoor Learning Environment in Higher Learning Institutions

Higher learning institution is the place where knowledge of many different disciplines of educational programs is concentrated and disseminated to students. In tertiary education system, beside gaining knowledge, students are engaging in diverse social, economic, and cultural activities. In the contemporary formal learning system at higher learning institution, students have minimal exposure to outdoor learning activities because they are using exam oriented educational programs. In addition, the utilization of outdoor spaces for learning is perceived as giving discomfort for learning, because there is not enough provision of learning tools and facilities. This study has the objective to identify the most recent characters of outdoor learning setting that are significant for effective higher educational programs. Review of recent scholars’ works is conducted to develop a design framework for outdoor learning in the higher learning institution and later, survey questionnaire is conducted to validate the significance of identified design characters. This study would highlight the characters of outdoor learning spaces, as parts of the significant design values in developing and improving students’ learning experience at tertiary level. The information generated from this study may benefits the policy makers, the higher education authorities, designers, academicians, and future students, with a greater understanding on how to design and utilize successful outdoor learning space at higher learning institutions.

(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

The rules for studying from home have been implemented since the outbreak of the Corona Virus. This impacts the education sector in Indonesia, which makes the government make regulations to learn from home—in addition, making the teaching and learning process held in the context of distance learning. This study aims to analyze the learning process that applies MALL during the distance learning process and the challenges during education. The instruments used to obtain the data were self-rated questionnaires, observation checklists, and interview guidelines. This instrument was developed from the Prospective Teacher Ability Assessment Tool (APKCG) and the RASE learning design framework. The technique used to analyze the data is descriptive qualitative analysis. This study indicates that English teachers have implemented MALL during the distance learning process by using several online platforms as classrooms in their activities. Several challenges arise from teachers and students in this learning process, including the lack of teacher ability in utilizing technology, unsupported student devices, and unstable student connections.

Blended Learning for Medical First Responder Training: Needs Analysis

The rapid development of technology demands a fast, easy, cheap, effective, and efficient system and can be accessed anytime and anywhere, including education and training. In the world of education, technological progress is marked by the number of people using the blended learning model. This study aims to obtain and collect information, data, and opinions from stakeholders and training participants at the Training Center of National Search and Rescue Agency to develop a blended learning model for Medical First Responder Training for responders. This study uses the Research and Development (RnD) method with the Integrative Learning Design Framework development model and the PEDATI development strategy. This research is limited only to the initial analysis stage, namely in the form of field studies and literature studies to determine the needs of the Medical First Responders Education and Training and the needs of students who will be the first steps in developing blended learning of MFR training for rescuers within the National Search and Rescue Agency. This study indicates that the National Search and Relief Education and Training Center needs an effective and efficient learning model, coupled with the training participants' responses indicating that they wish to have alternative learning sources. The results of this need analysis research can serve as the basis for the development of blended learning training in Medical First Responder.

Nonlinear Pedagogy and its implications for practice in the Singapore PE context

ABSTRACT Background Nonlinear Pedagogy, underpinned by concepts in ecological dynamics, is a pedagogical framework that advocates an exploratory approach to acquisition of movement skills with an emphasis on individualised movement solutions. Its key principles have been successfully implemented in sports teaching and coaching and are currently being applied to learning designs in PE programmes. Purposes The purposes of the paper are to provide an overview of the theoretical underpinnings and practical implications of Nonlinear Pedagogy (NLP) for Physical Education (PE). To exemplify applications of key concepts, we discuss how NLP is being implemented as a methodological framework for learning design in PE programmes of Singapore schools. For simplicity, our analysis focuses on the ‘What’, ‘Why’ and ‘How’ of NLP to illustrate its application in Singapore PE programmes. Discussion Understanding the ‘What’ and ‘Why’ of NLP can provide a sound foundation to understand how this pedagogical framework can be applied in formalised school PE settings. While it is important for teachers to know what NLP is, the ‘Why’ of NLP, referencing its effectiveness as a pedagogical approach, can provide a rationale for its adoption to enhance teaching and learning. The ‘How’ of NLP’s practical implementation in Singapore schools is of primary interest for teachers, managers, administrators and policy makers in education. Conclusion The article discusses key pedagogical principles from NLP, which can provide a platform for teachers to design effective lessons and practices to enhance learning in PE programmes. An important practical implication of the current paper is to provide educators with guidance and training for incorporating pedagogical principles of NLP in lessons and learning programmes to enhance ‘nonlinearization’ of some current practices.

A Machine Learning Pipeline Stage for Adaptive Frequency Adjustment

A machine learning (ML) design framework is proposed for adaptively adjusting clock frequency based on propagation delay of individual instructions. A random forest model is trained to classify propagation delays in real time, utilizing current operation type, current operands, and computation history as ML features. The trained model is implemented in Verilog as an additional pipeline stage within TigerMIPS processor. The modified system is experimentally tested at the gate level in 45 nm CMOS technology, exhibiting simultaneously a speedup of 70 percent and an energy reduction of 30 percent with coarse-grained ML classification as compared with the baseline TigerMIPS. A speedup of 89 percent is demonstrated with finer granularities with a simultaneous 15.5 percent reduction in energy consumption.

The Development of Blended Learning Courses Development of Education and Training Programs State University of Jakarta

This research aims to develop a blended learning products to facilitate students in the course of the Development of Education and Training Programs in the environment of Educational Technology study programs, Jakarta State University. The research methods carried out are included in the Research and Development method. The research and development method adapted using the Dick and Carey system-based model and adding the ILDF (Integrated Learning Design Framework) model in step 7th of the Dick and Carey model. While the ILDF (Integrated Learning Design Framework) model is used as a product development model with steps, namely 1) Exploration, 2) Compilation, 3) Evaluation. Evaluations were carried out by expert reviews and one-to-one and small group user trials. The results of the three experts assessment showed 3,1 and the user trial showed 3,5. The development of blended learning courses The Development of the Training Program can be accessed on the moodle portal of Educational Technology and is expected to be able to facilitate the learning needs of students in the blended learning process especially in online learning (asynchronous).

Pengembangan Learning Materials untuk E-learning Mata Kuliah Metodologi Penelitian

This development aims to produce a product in the form of learning materials for e-learning of Educational Research Methodology Course. The developed learning materials refer to the needs of the course and semester learning design that has been developed for the course, to facilitate learner in making more flexible and directed learning process. Development is carried out by Integrative Learning Design Framework Model with its three steps, they are, exploration information, enactment, and evaluation. The learning materials have gone through evaluation phase involving media experts, subject matter expert, instructional design expert, and users. Evaluation was carried out using open questionnaires to obtain descriptive data in the form of suggestions and input for product improvement. The follow up of the evaluation phase is some revisions of the product which include: color an text readability of the entire course site, changes in material display mode, formulation of learning objectives, concept map somponents, and learning object components.

Assistive HCI-Serious Games Co-design Insights: The Case Study of i-PROGNOSIS Personalized Game Suite for Parkinson’s Disease

Human-Computer Interaction (HCI) and games set a new domain in understanding people’s motivations in gaming, behavioral implications of game play, game adaptation to player preferences and needs for increased engaging experiences in the context of HCI serious games (HCI-SGs). When the latter relate with people’s health status, they can become a part of their daily life as assistive health status monitoring/enhancement systems. Co-designing HCI-SGs can be seen as a combination of art and science that involves a meticulous collaborative process. The design elements in assistive HCI-SGs for Parkinson’s Disease (PD) patients, in particular, are explored in the present work. Within this context, the Game-Based Learning (GBL) design framework is adopted here and its main game-design parameters are explored for the Exergames, Dietarygames, Emotional games, Handwriting games, and Voice games design, drawn from the PD-related i-PROGNOSIS Personalized Game Suite (PGS) (www.i-prognosis.eu) holistic approach. Two main data sources were involved in the study. In particular, the first one includes qualitative data from semi-structured interviews, involving 10 PD patients and four clinicians in the co-creation process of the game design, whereas the second one relates with data from an online questionnaire addressed by 104 participants spanning the whole related spectrum, i.e., PD patients, physicians, software/game developers. Linear regression analysis was employed to identify an adapted GBL framework with the most significant game-design parameters, which efficiently predict the transferability of the PGS beneficial effect to real-life, addressing functional PD symptoms. The findings of this work can assist HCI-SG designers for designing PD-related HCI-SGs, as the most significant game-design factors were identified, in terms of adding value to the role of HCI-SGs in increasing PD patients’ quality of life, optimizing the interaction with personalized HCI-SGs and, hence, fostering a collaborative human-computer symbiosis.

The User Experience Design for Learning (UXDL) Framework: The Undergraduate Student Perspective

The User Experience Design for Learning (UXDL) Honeycomb is an online learning design framework aimed at creating valuable online learning experiences, which some post-secondary institutions have started to use to guide the design of their online courses. While each of the principles are supported by psychological research, this framework has not been directly validated or corroborated by the student experience. The present study aims to address whether the UXDL framework aligns with students’ preferences, beliefs, and behaviours in online learning in a post-secondary context. This research adds to the growing literature on students’ preferences, beliefs, and experiences in online learning, focusing specifically on second-year Canadian undergraduate students at a mid-sized, research-intensive university. Using a three-pronged methodological approach, we explore not only students’ implicit beliefs (via open-ended surveys, N = 805), but also their experiences (in-depth interviews, N = 36), and impressions and behaviours while working in an online course (two user experience sessions, N = 36). Our qualitative analyses of these data reveal 4 prominent themes in online design that students find particularly valuable: (a) Accessible: flexible; (b) Useful: modes of design and delivery, (c) Intuitive: usable and findable, and (d) Desirable: affective design and humanizing learning.