EDF1401 · Foundations of learning design and technology

Overview

Learning designers are creative problem solvers. They draw on a broad range of theories, strategies and technologies to develop engaging experiences for learners of all ages and across a variety of contexts. In this unit you will explore the role of learning designers and the methods they employ over the life cycle of a design - from initial ideas to ongoing evaluations. You will also learn about key concepts, theories and models that form a foundation in the design of effective learning experiences. This includes principles of curriculum design, the construction of effective learning objectives and the implications of in-person, online, hybrid and other modes of educational delivery. You will also be exposed to some of the key debates and myths surrounding learning, learners, and educational technologies. Through the exploration of research, theory and examples of best practice you will begin to develop the ability to critically evaluate learning designs. By the end of this unit, you will have a richer understanding of what it means to be a learning designer and have developed the foundational knowledge and skills that will support you in creating and evaluating your own designs.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. define the role of learning designers and learning design across a range of industries
2. explain the key theories and models used by learning designers including constructive alignment
3. construct effective learning objectives
4. engage in several of the key debates in the field including those around learners, modes of delivery, assessment and technologies
5. identify strengths and weaknesses of learning designs, including modes of delivery, using an evidence-base of literature and examples from practice

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.