the slides are about learning designs and also the difference between learning designs and learning activities.

1. LEARNING DESIGNS

3. WHAT ARE LEARNING DESIGNS
Learning design refers to a range of activities associated with better
describing, understanding, supporting and guiding pedagogic design
practices and processes. It is about supporting teachers in managing and
responding to new perspectives, pedagogies, and work practices resulting, to
a greater or lesser extent, from new uses of technology to support teaching
and learning.
 Design is an inherent part of any teacher’s practice (i.e. preparing for
teaching sessions or creating learning materials, activities and
assessments).

4. AIMS OF LEARNING DESIGN
Learning design aims to enable reflection, refinement, change and
communication by focusing on forms of representation, notation and
documentation. This can:
 Make the structures of intended teaching and learning – the pedagogy –
more visible and explicit thereby promoting understanding and reflection
 Serve as a description or template, which can be adaptable or reused by
another teacher to suit his/her own context
 Add value to the building of shared understandings and communication
between those involved in the design and teaching process
 Promote creativity.

5. THE DESIGN PROCESS
 Gives you the opportunity to try out different ways of thinking about the
design process that can be used to help teachers map the pedagogy,
technologies and activities students are intended to undertake
 Get to see how design ideas can be represented and shared and, in
particular, the advantages and disadvantages of different forms of
representation
 You will have the chance to explore different tools for planning designs

6. A CRITICAL EYE ON THE DESIGN PROCESS
 The sheer quantity and variety of new technologies available, and the
ways in which they can be used to support learning and teaching.
 presents a daunting prospect to teachers wanting to use these
technologies in effective and innovative ways.
 The activities, resources, and tools in the training module will give you a
brief overview of new approaches to design that help teachers and
designers to make choices on how to incorporate new technologies to
facilitate learning activities

7. WHY DESIGN IS BECOMING
INCREASINGLY IMPORTANT
 Design is the core to the teaching process and to the ultimate learning
experience students have as a result of how a teaching session or some
learning materials are designed
 Learning design aims to move the pedagogic skills of the expert teacher
from the realm of tacit to explicit knowledge and to capture the essence
of that knowledge for reuse in other contexts by other staff.

8. ‘LEARNING ACTIVITIES’ AND ‘LEARNING
DESIGN’
Learning activities are those tasks that students undertake to achieve a set of
intended outcomes. Examples might include:
 Finding and synthesizing a series of resources from the web
 Contributing to a ‘for and against debate’ in a discussion forum
 Manipulating data in a spreadsheet
 Constructing a group report in a wiki
 Summarizing the salient points of a podcast.

9. LEARNING DESIGN
Learning design refers to the range of actions associated with creating a
learning activity and crucially provides a means of describing learning
activities. The term learning design can refer to:
 The process of planning, structuring and sequencing learning activities,
 The product of the design process – the documentation, representation(s),
plan, or structure) created either during the design phase or later.

10. IN CONCLUSION
 Learning design seeks to provide tools and support that can help those
involved in teaching and learning respond to changes – be these
constraints on time and resource, greater choice in technology and
pedagogies, the blurring of the real and virtual, and shifting roles – and
stakeholders involved in planning and delivering courses
 Learning design encourages greater focus on what the student is doing –
their learning experience and activity