The Integrative Learning Design Framework (ILDF) is a constructivist-based model for developing online learning. It consists of 4 phases: 1) Exploration of learner needs, context, theories and strategies; 2) Enactment by selecting technologies to address instructional challenges; 3) Evaluation through formative and summative assessments; and 4) Reflection on lessons learned to improve future designs. The goal is to systematically create interventions that meet learner needs through the perspectives of all stakeholders in the design process.

1. Integrative Learning Design Framework
(ILDF) for online learning
1.
Exploration
4. Instructional 2.
Reflection Designer Enactment
3.
Evaluation
(Adapted from Dabbagh and Bannan-Ritland , 2005)

2. Integrative Learning Design Framework
(ILDF) for online learning
A constructivist-based instructional design model-
offers a systematic process of online learning
development
 Considersviews and feedback from all player in the
design, development and implementation process
 End product-an intervention based on the needs
and perspectives of students/all role players-
including the experiences and epistemology of the
developer/designer

3. 4 Phases
1.
Exploration
4. Instructional 2.
Reflection Designer Enactment
3.
Evaluation

4. Informed by....
 Contextual factors which may affect design,
development & implementation
 ICT affordances-learning strategies
 Sound pedagogical models

5. Exploration phase 1.
Exploration
 Investigates the context within which the online
learning activity would be designed and
implemented
 Teachers and Learners needs
 Teaching and learning challenges
 Theory and Instructional strategies used (identify problems/gaps)
 The social, cultural and organisational factors that may constraint design,
development and implementation
 Designers believes, attitudes, biases, experience, assumptions, educational
philosophy
 Literature review on ICTs available, their affordances and the pedagogical
models and instructional strategies they support

6. Enactment phase 2.
Enactment
 Informed by all the information gathered in
exploration phase
 Select ICTs tool/s which would best address your T
& L challenge (their affordances and the pedagogical
models and instructional strategies they support)
 Design the prototype/ intervention

7. Evaluation phase 3.
Evaluation
 Assess if the designed prototype/ intervention is user friendly, valid
& relevant to address the T & L challenge and instructional
outcomes intended for
 Formative-done in the development stages of the prototype to judge
the strengths and weaknesses of the prototype-results are used to
revise/refine the prototype /instruction to improve its effectiveness
and appeal
 -expert reviews
 -one-on-one with colleagues
 -small group of students
 Summative – done after the implementation of the prototype to
measure the impact of the prototype on teaching and learning

8. Reflection phase 4.
Reflection
 Critically think of the experiences you went through
in the whole process of designing the prototype
 The design model
 Lessons learnt
 Possible applications of the prototype
 All what is learnt in the whole process could be used
to redesign the intervention or other new
interventions

9. Any questions?