The document summarizes key aspects of learning design for student success, including the good, bad, and ugly. It discusses how learning design aims to make the design process more explicit and shareable, but can oversimplify complexity. While tools and frameworks exist, true adoption of new pedagogical approaches proves difficult. The reality is that traditional teaching still dominates and digital innovations do not guarantee success or improved outcomes. Overall, the document reflects on progress and challenges in designing learning experiences for students.

1. Learning Design for Student Success:
The Good, the Bad and the Ugly

2. #RIDE2018

3. @mbrownz
Learning Design for Student Success:
The Good, the Bad and the Ugly

4. 2019 Conference
Dublin

5. Learning Design for Student Success

6. 1. Power presentation
2. Critical dialogue
3. Open workshop
What Genre?
@mbrownz

7. “Learning Design is a bit like teenage sex.
Everybody says they're doing it but in reality very
few really are; and those who are doing it aren't
doing it very well.”

8. Learning design is about
engaging and challenging mindsets

9. 1. The Good

10. ‘… an all encompassing term to cover the process,
representation, sharing and evaluation of designs
from lower level activities right up to whole
curriculum level designs’.
Learning design is…
- Micro designs
- Meso designs
- Macro designs
(Conole, 2010)

11. ‘A key principle of learning design is to
help make the design process more
explicit and shareable’
(Conole, 2010, p.482).

12. The best courses result from following
a clearly defined design process

14. OTARA
• Objectives
• Topics
• Activities
• Resources
• Assessment

15. http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/
Renewed focus on designs tools…

16. https://sites.google.com/a/lkl.ac.uk/ldse/Home

17. Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design.
Technology, Pedagogy and Education, 20 (2), 227-246.
Calculating the costs of pedagogy…

18. http://web.lkldev.ioe.ac.uk/cram/index.html

19. Off Campus
in Class
Off Campus
out of Class
On Campus
in Class
Acquisition
Participation
On Campus
out of Class
Physical Virtual
Digital
Leakage

25. 2013

26. http://studentsuccess.ie

31. Conceptualise
What do we want to design, who for and why?
Consolidate
Evaluate and embed your design
The
7Cs Design
Framework

34. 2. The Bad

36. The design process and related tools
often oversimplify the complexity of
teaching and learning

37. Performance is in the Network
Success is Complex

38. “Because no two students have the same needs and no
two teachers arrive at their best performance in the same
way, theoretical exclusivity and didactic single-
mindedness can be trusted to make even the best
educational ideas fail”.
(Sfard, 1998, p.11)

40. Learning by sharing
(Connectivist)
Learning by listening
(Instructionist)
Learning by doing
(Constructivist)
Learning by making
(Constructionist)
Design compass…

42. Theory Practice

43. Teachers Learners

46. …the old ‘pump, pump, dump’
model of pedagogy still dominates practice
The uncomfortable reality is…

48. Trowler, P., Ashwin, P. and Saunders, M. (2014). The Role of HEFCE in Teaching and
Learning Enhancement: A Review of Evaluative Evidence. The Higher Education
Academy, p.16.
Bolting or Embedding?

49. "Using new digital technology to improve
education is not rocket science... it is
much, much harder than that”
(Diana Laurillard, 2009).

50. 3. The Ugly

53. 2015
No Significant
Difference

54. 2.7%

55. Woodley, A., & Simpson, O. (2014). Student dropout: The
elephant in the room (pp. 459-483). In O. Zawacki-Richter & T.
Anderson (Eds.). Online distance education: Towards a research
agenda. Athabasca: AU Press.

56. Access
Quality
Cost
Sir John Daniel
Iron
Triangle

57. A conclusion is the place
where you got tired of thinking
Finally…

58. Go raibh maith
agaibh!
Thank you