The document describes the Integrative Learning Design Framework (ILDF), a 4-phase model for designing online learning. The 4 phases are: [1] Exploration to investigate context and needs, [2] Enactment to design a prototype, [3] Evaluation to assess the prototype, and [4] Reflection to consider lessons learned. Each phase is informed by contextual factors, technology affordances, and pedagogical models to create user-friendly, relevant learning interventions through a collaborative design process.

1. Integrative Learning
Design Framework (ILDF)
for online learning for the
CHECET -2013
Eunice Ivala
Rita Kizito
Prepared for the CHEC Emerging Technologies Course April 2013

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

3. The ILDF framework
 A constructivist-based instructional design model that
offers a systematic process of online learning
development.
 A design process in which views and feedback from all
participants in the design, development and
implementation process are considered.
 End products ( interventions) which are based on the
needs and perspectives of all role players - students as
well as the experiences and epistemological convictions of
the developer/designer.

5. The 4 phases are informed by…
 Contextual factors which may affect design, development
& implementation.
 ICT affordances-learning strategies.
 Sound pedagogical models .
… what goes on in each phase ?

6. Exploration phase 1
Investigate the context within which the online
learning activity will be designed and implemented
› Teacher and learner needs.
› Teaching and learning challenges.
› Theory and instructional strategies used to (identify
problems/gaps/opportunities).
› Social, cultural and organisational factors that may constraint
design, development and implementation.
› Designer beliefs, attitudes, biases, experience, assumptions,
educational philosophy.
› Literature review on ICTs available, their affordances and the
pedagogical models and instructional strategies they support.

7. Enactment phase 2
Informed by all the information gathered in
exploration phase
 Select (an) ICT tool(s)that best address your T&L challenge
( identify their
 affordances .
 pedagogical models and
 instructional strategies they support).
 Design the prototype/intervention.

8. Overlapping Instructional strategy clusters
Diverge towards promoting self-directed learning
Dialogical
Exploratory
Supportive
Converge towards promoting
authentic learning

9. Critical design mapping questions
Instructional Pedagogic ICT
strategy model affordance

10. Evaluation phase 3
Assess if the designed prototype/ intervention is
user friendly, valid & relevant to address the T&L
challenge and instructional outcomes it is
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

11. Reflection phase 4
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
Lessons learnt in the whole process could be used to
redesign the intervention or other new interventions