Learning Design Framework Research Articles

A Multilevel Framework and Method for Learning Analytics Integrated Learning Design

Efforts to realize the potential of learning analytics (LA) to contribute to improving student learning and learning design have brought important advances. A review of successful cases of learning analytics applications reveals that 1) there is a tight coupling between the learning outcome (LO) goals, task sequence design, and the learning analytics and feedback in each case, and 2) the learning analytics to be deployed and the feedback to be provided to learners and/or teachers are integral to the learning design (LD) rather than constructed after the LD is completed. Learning design frameworks in the literature have focused on generic learning task taxonomies and are unable to scaffold LA-integrated LD practice. This paper proposes a multilevel framework for LA-integrated LD, which provides a hierarchically nested multilevel structure for the design of LD and LA elements based on 60 STEM curriculum units collected from authentic classrooms. The framework includes a design process model in the form of a Learning Design Triangle and the concept of Learning Analytics integrated Curriculum Component Design Patterns (LA-CCDP). Operationalization of the framework is illustrated using one STEM curriculum unit. This framework can be adopted for professional learning and technology development to support LA-integrated LD practices.

A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education

The use of analytical methods from learning analytics (LA) research combined with visualizations of learning activities using learning design (LD) tools and frameworks has provided important insight into how instructors design for learning. Nonetheless, there are many subtle nuances in instructors’ design decisions that might not easily be captured using LA tools. Therefore, this study sets out to explore how and why instructors design for learning in an online and distance higher education setting by employing a mixed-method approach, which combined semi-structured interviews of 12 instructors with network analyses of their LDs. Our findings uncovered several underlying factors that influenced how instructors designed their modules and highlighted some discrepancies between instructors’ pedagogical beliefs and their actual LD as captured by the Open University Learning Design Initiative (OULDI). This study showcases the potential of combining LA with qualitative insights for a better understanding of the complex design process in online distance higher education.

A Heuristic Evaluative Framework for Self-Regulated Learning Design

Researchers and educators have explored a variety of technologies to facilitate self-regulated learning (SRL). Drawing from contemporary perspectives on SRL, this paper articulates two fundamental design principles for SRL-promoting technologies: the platform principle and the support principle. This paper then discusses how usability inspection methods, such as heuristic evaluations and cognitive walkthroughs, can readily assess whether and how these needs are met. This framework can assist researchers and educators in evaluating technologies to make strategic design and implementation decisions aligned with self-regulation.

In-PREP: a new learning design framework and methodology applied to a relational care training intervention for healthcare assistants

Background‘Older People’s Shoes’ is a training intervention designed for healthcare assistants (HCAs) to improve the relational care of older people in hospital. The intervention formed part of a broader evaluation, in this paper we describe its development from a learning design and methodological perspective.MethodsLearning theory and an instructional design model were key components of the In-PREP (Input, Process, Review and Evaluation, Product) development methodology used in the design of the ‘Older People’s Shoes’ training intervention to improve the delivery of relational care by front-line hospital staff. An expert panel, current evidence, and pedagogical theory were used to co-design a training programme tailored to a challenging work environment and taking account of trainees’ diverse educational experience. Peer review and process evaluation were built into the development model.ResultsIn-PREP provided a methodological scaffold for producing evidence-based, peer-reviewed, co-designed training. The product, ‘Older People’s Shoes’, involved a one-day Train the Trainers event, followed by delivery of a two-day, face-to-face training programme by the trainers, with accompanying handbooks underpinned by a range of digital resources. Evaluation found the approach met learner needs, was applicable in practice and won approval from trainers.DiscussionIn-PREP enables high quality learning content, alignment with learner needs and a product that is relevant, practical and straightforward to implement.

Incorporating new literacies in designing a mobile learning application for secondary/middle school students

This paper examines the incorporation of new literacies to an adapted framework by Parsons et al. in Journal of Computers, 2(4), 1-8, (2007) to design mobile learning applications for “Elements of Business Skills (EBS)” for a group of lower academic ability secondary school learners in Singapore. Accounts of the actual process of designing a mobile learning application for teaching and learning are used to consider factors in incorporating new literacies into the modified mobile learning design framework based on mobile learning design principles. The suggested framework incorporating mobile learning and new literacies looks at the interaction dimension, individual learning needs and collective learning for mobile learning through these four perspectives: generic mobile environment issues, learning contexts, learning experiences, and learning objectives. The accounts of the app development process highlight how new literacies come into play when enhancing learning through blending text, sound and imagery, and how app users underscore the importance of mobility and ubiquity for anywhere and anytime continuous, on-the-go learning in terms of the dimensions of new literacies. This paper contributes to the ever evolving and dynamic field of designing future mobile learning systems for the twenty-first century, in a new seamless learning environment.

Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments

Designers of educational modules for conceptual learning often rely on procedural frameworks to chart out interaction mechanics through which users will develop target understandings. To date, however, there has been no systematic comparative evaluation of such frameworks in terms of their consequences for learning. This lack of empirical evaluation, we submit, is due to the intellectual challenge of pinning down in what fundamental sense these various frameworks differ and, therefore, along which parameters to conduct controlled comparative experimentation. Toward an empirical evaluation of educational-technology design frameworks, this conceptual paper considers the case of dynamic mathematics environments (DME), interactive modules for learning curricular content through manipulating virtual objects. We consider user activities in two paradigmatic DME genres that utilize similar HCI yet different mechanics. To compare these mechanics, we draw from complex dynamic systems theory a constraint-based model of embodied interaction. Task analyses suggest that whereas in one DME genre (GeoGebra) the interaction constraints are a priori inherent in the environment, in another DME genre (Mathematics Imagery Trainer) the constraints are ad hoc emergent in the task. We conjecture differential learning effects of these distinct constraint regimes, concluding that ad hoc emergent task constraints may better facilitate the naturalistic development of cognitive structures grounding targeted conceptual learning. We outline a future empirical research design to compare the pedagogical entailments of these two design frameworks.

Pandemic designs for the future: perspectives of technology education teachers during COVID-19

PurposeThe disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?Design/methodology/approachA snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).FindingsThe analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.Originality/valueThis research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context

This study reports on a novel design methodology, namely, design-centered research (DCR), developed to analyze and evaluate the alignment between an online collaborative learning design and its enactment. The approach is illustrated in a study involving 40 groups in total. Twenty different online collaborative learning activities were designed and enacted by 20 groups of three students in each of two iterations. The collaborative learning design plans from the first round were adjusted after reflecting on misalignments observed through the method during the enactment, and then enacted and tested again by another 20 groups in the second round. The proposed method involves an interaction path graph as well as three proposed indicators of group functioning. These three indicators include: (a) the range of activated knowledge, (b) the degree of knowledge building, and (c) an interactivity of the approach. This approach to quantification of alignment between a collaborative learning design and its enactment was successful in revealing areas for improvement of the design. The results of the two round study indicate that the alignment significantly improved after the optimization of the collaborative learning design based on the analysis of the first round. The findings also suggest that optimizing a collaborative learning design using this method is associated with improvements in group performance. Building on these findings, the collaborative learning design framework is discussed in detail in this article, and resulting implications for practitioners are discussed in depth.

Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning

This paper proposes the theoretical context for a course development framework to address the specific needs and challenges of teaching and learning in Interdisciplinary Studies (IDS). User-Centred design (UCD) principles are used for this development process. Traditional course development frameworks provide a helpful guide in terms of setting out the steps necessary for successful course development. While these steps will inform the course development framework being proposed here, several alterations will be made. The unique demands of teaching and learning in IDS require skill development necessary for doing advanced interdisciplinary work and eschews linearity. The key feature of this framework is the inclusion of intentional iterative phases throughout course delivery that will allow for adaptation based on the incorporation of feedback in a variety of forms: self, instructor, peer, stakeholder (e.g., from service-learning supervisors), and cognitive skills assessment tools. The adaptive nature of this framework should meet the demands of the growing area of IDS.

Blended undervisning og metarefleksioner

Artiklen formidler erfaringer med at gennemføre et forløb for opkvalificering af e-læringsundervisere (blended undervisning) fra fire uddannelser på Professionshøjskolen Absalon. Forløbet var del af et tre-årigt udviklingsprojekt. Projektets teoretiske forankring var Design Based Research og pragmatisme, og forløbet for underviserne var derfor bygget op med henblik på både teoriudvikling og udvikling af undervisernes egne blendede forløb. En fællesdel i forløbet var derudover udvikling af en didaktisk ramme ift. blendede forløb, mens det for de deltagende underviser indebar udvikling af både e-didaktiske og teknologiske kompetencer. Erfaringerne fra forløbet peger på, dels det udbytterige i samtidigt at opkvalificere underviserne ift. e-didaktik og teknologi, dels at knytte udviklingsdelen tæt til undervisernes egen undervisningsvirkelighed. Derudover peger erfaringerne på fordele ved at lade undervisere fra forskellige professionsområder indgå i fælles opkvalificeringsforløb, da divergerende holdninger til blended læring sættes i spil og gensidigt udfordrer hinanden. En hel særlig erfaring er betydningen af tilbagevendende meta-refleksioner ift. undervisernes egen praksis med studerende ud fra erfaringer med selv at være “studerende” i opkvalificeringsforløbet, idet metarefleksionerne øjensynligt befordrer en udvikling af den enkelte undervisers undervisning, hvor fokus er på den studerendes perspektiv.

Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education: A Practitioner's Perspective

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.

Instilling innovativeness, building character, and enforcing camaraderie through interest-driven challenge-based learning approach

This study aims to identify how student teachers were impacted by an interest-driven challenge-based instructional design of an Educational Technology course over three semesters. The instructional design of this course was foregrounded by the Interest-Driven Creator Theory, anchoring on the two out of three concepts, namely Interest and Creation. Over the course of 14 weeks, the learning activities in each class meeting started by applying the Interest Loop. This was done by inviting students to participate in bite-sized challenges, at the same time making sure that students can extend the newly constructed knowledge from the activities to their final project. The objective of such design was to let students learn by doing or completing the weekly challenges given to them during class. Then, the students were guided to complete their final project through a series of workshops and personal group consultation with the course instructor. A focus-group discussion was conducted to gather data from the students over the course of three semesters, centering on answering the question of: How does an interest-driven challenge-based framework for learning design of an Educational Technology course impact learners? Interviews were conducted qualitatively, and the findings of the analysis that emerged were (i) instilling innovativeness, (ii) building character, and (iii) enforcing camaraderie. These findings suggests that a mesh-up between the interest-driven creator theory and challenge-based learning framework, then named as InDeC framework for learning design, could furnish learners with skills that are beyond those targeted in the course outcome. Among others, learners’ heutagogical skills can be improved when they are given the opportunity to realize their capacities and stretch their capabilities. Implicitly, this research may benefit instructors in their emerging responsibility of producing and readifying learners for future demands and challenges.

Video-Based Blended Course for Computer Network Learning

This study aims to develop a blended course for computer network courses with video-based teaching materials. This research refers to the development model of Integrated Learning Design Framework. The development of this learning media product is based on a learning plan for a computer network course for one semester. Based on the results of product testing, this blended course is declared “good” and is suitable for learning. Paired sample t-test results show that the product developed is effective in improving student learning outcomes.

Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics

This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted low-order cognitive skills (i.e. watching videos, reading materials and listening to podcasts) as well as high-order cognitive skills (i.e. participating in online forums and webinars). The results suggest there is weak evidence of an association between average overall mark in all modules and the level of engagement with self-directed content (P = 0.0187). There is also weak evidence of an association between average overall mark in all modules and the level of engagement in collaborative activities (P < 0.0528). Three major themes emerged from the focus group 1) weekly forums and webinars, 2) self-directed learning materials and 3) learning design and support. Online learning was acceptable and convenient to postgraduate students. These findings are discussed further in the paper as potential predictors of student performance in online programmes.

The role of WhatsApp\xae in medical education; a scoping review and instructional design model

BackgroundTechnological advances have driven huge change in educational practices though concerns exist about a lack of evidence informing this change, in particular with social media-based medical education activities. The purpose of this study was to conduct a scoping review of WhatsApp use in medical education, narratively describing how it has been used and evaluated, and the theoretical considerations in relevant articles.MethodsA modified 5-stage scoping review model was used. We performed 2 searches from February 2009 to February 2019 in EBSCO, SCOPUS, Web of Science, EMBASE, Medline PubMed and Google Scholar) using the term “WhatsApp” in all search fields. A 3-stage process for study selection was performed. Only original articles in English presenting original data about WhatsApp in medical education were included. The Kirkpatrick model of training evaluation was used to describe learning outcomes in included studies.ResultsTwenty-three articles were selected for review. Three strategies for WhatsApp use were apparent; primarily educational use with a pre-defined curriculum (n = 5), primarily educational use without a curriculum (n = 11), and primarily non-educational use (n = 7). Most of the educational studies used an online moderator and were in a local hospital or university department. Studies not primarily educational were national or international and seldom included an online moderator. All 5 studies with a pre-defined curriculum reported Kirkpatrick level 2 learner knowledge outcomes. A majority of the remaining studies only reported Kirkpatrick level 1 learner attitudes. Seven studies with 647 participants reported an improvement in learners’ knowledge following WhatsApp learning, though methodological weaknesses were apparent. Evidence for underlying learning theory considerations were scant throughout the studies.ConclusionsWhatsApp is popular and convenient in medical education. Current published literature suggests it may also be effective as a medical learning tool. By combining the 3 strategies for WhatsApp use and the exploration-enactment-assessment integrated learning design framework, we propose an instant messenger design model for medical education. This may address the need for theory-driven instructional design in social media learning. Further research would clarify the role of WhatsApp and our design model in this area.

Developing students’ collaboration skills through project-based learning in statistics

In the era of Industrial Revolution 4.0, teachers are required to facilitate learning that provides opportunities for students to develop essential skills needed in the real working world. Employees need to perform strong collaboration skills to work productively on a team to accomplish complex assignments. Project Based Learning (PBL) is one of the learning models that give opportunities for students to develop collaboration skills. This study aims to describe how students’ collaboration skills develop through PBL in statistics. The design of learning activities and the rubric of collaboration skills were adopted from the 21st Century Learning Design (CLD) framework developed by SRI International in collaboration with Microsoft Partners in Learning (2012). In this study, students were carrying out the project with the theme “Statistics in School”. During the project, students were able to apply statistics concepts through data collection, data representation, and data analysis. The results of this study indicate that students’ collaboration skills have developed to level 5 of the 21st-CLD rubric. The following indicators were representing the results: students make substantive decisions based on group agreement, students take an important role in implementing the project, students work also depend on each other in order to complete the project.

APPLYING QUANTUM LEARNING DESIGN FRAMEWORK TO IMPROVE LISTENING ABILITY

Students had their own uniqueness, no except with their learning style. They may be visual, auditory, or kinesthetic learners. Teacher should find suitable and adaptable method for the students’ modalities. The researcher applied quantum learning design framework in listening class. The researcher wanted to find out the significance difference between applying quantum learning design framework and dictogloss technique. This research used quasi experimental with two groups pre test and post test design. The sample of the research was taken from the ninety six students of tenth grade at MAN 2 Parepare in academic year of 2014/2015. The research took thirty six students in class X 2 and X 3 as the sample. The result of the data analysis showed that there was an improvement of the students’ means score both experimental and control class. However, the students’ means score in experimental class was higher than the students’ in control class. The hypothesis testing showed that the null hypothesis was rejected and the alternative hypothesis was accepted. It indicates the significance difference between the listening ability of the students who were taught through Quantum Learning design framework and the listening ability of the students who were taught through dictogloss technique.Keyword: Quantum, Framework, Listening

DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA


 Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

Pengembangan Flashcard Dengan Augmented Reality Android Sebagai Sarana Informasi UMKM Kota Cirebon

This research aims to development Flashcard and Augmented Reality based on Android can be integrated with each other. This development aims to provide information on the diversity of Micro Small and Medium Enterprises in the Cirebon City, to Indonesian people. Researcher develop this product using Integrated Learning Design Framework learning methods. Outlines of the theories using; Development theories, Augmented Reality theories, and Micro Small and Medium Enterprises theories. First stage is analysis, second stage is development, third stage is evaluation and implementation. Result from review experts get an average score 3.6 which means very good category. From users get an average score 3.73 for one to one trials which means in very good category, and score 3.62 for small group trials which means in very good category.

The E-Design Assessment Tool: an evidence-informed approach towards a consistent terminology for quantifying online distance learning activities

Online distance learning (ODL) continues to expand rapidly, despite persistent concerns that student experience is poorer and retention lower than for face-to-face courses. Various factors affect ODL quality, but the impact of recommended learning activities, such as student interaction activities and those involving feedback, have proven difficult to assess because of challenges in definition and measurement. Although learning design frameworks and learning analytics have been used to evaluate learning designs, their use is hampered by this lack of an agreed terminology. This study addresses these challenges by initially identifying key ODL activities that are associated with higher quality learning designs. The learning activity terminology was tested using independent raters, who categorised the learning activities in four ODL courses as ‘interaction’, ‘feedback’ or ‘other’, with inter-rater reliability near or above recommended levels. Whilst challenges remain for consistent categorisation, the analysis suggests that increased clarity in the learning activity will aid categorisation. As a result of this analysis, the E-Design Assessment Tool (eDAT) has been developed to incorporate this key terminology and enable improved quantification of learning designs. This can be used with learning analytics, particularly retention and attainment data, thus providing an effective feedback loop on the learning design.