Learning Design focuses on developing activities and materials to ensure that students are able to achieve the learning outcomes of their programme of study. Learning design can relate to various forms and modes of delivery, such as blended, face-to-face and hybrid. As educators, we may not always have the responsibility and/or opportunity to (re)design learning materials, lesson plans, modules, or indeed the complete learning journeys of students. Nonetheless, it is important to be aware of the key principles of effective learning design, as Assistant Lecturer (Teaching) have a definite impact on the student journey, and on enabling students to meet their learning outcomes and develop crucial graduates attributes.
Essential Background
- The Coventry Way approach is very important to learning design at our institution- revisit the outline here for a reminder.
- Coventry University has undertaken a major transformation of the undergraduate curriculum which impacts learning design, assessment, and the student learning experience. The postgraduate level project is now underway. Explore the Curriculum Transformation Project’s (CTP) Undergraduate and Postgraduate pages to familiarise yourself with the key principles, if applicable to your course.
- Another important aspect of learning design at Coventry University Group is its Key Teaching and Learning Design Values and Principles. Make sure you are familiar with the Active, Applied, Social, and Inclusive approaches to learning, as explained in the AEPD Curriculum Development Team below.
Getting Started
- The eBook “Teaching and Learning Excellence: The Coventry Way” (ed.: Claire Simmons) showcases a range of case studies which exemplify the Coventry Way in action. The foreword to the book is also well worth reading to consolidate your knowledge of the Coventry Way.
- Review the Graduate Attributes guidance, part of the Curriculum Transformation Project (CTP), if relevant to your course. How do your modules foster these skills and attributes?
- Watch this 6 minute video which introduces constructive alignment and learning outcomes- both key concepts in many theories of learning design.
Take it Further
- This article on the Essentials of Lesson Planning (sourced from a FutureLearn course by the University of East Anglia) explains how an educator might create a plan for a session. It demonstrates the importance of learning outcomes, and refers to Bloom’s taxonomy, which is a very influential model for developing these.
- For a quick introduction to several other learning design frameworks, including Universal Design for Learning and Fink’s Taxonomy of Significant Learning (a non-hierarchical alternative to Bloom), see this guide on Frameworks & Taxonomies of Learning from the DePaul Teaching Commons site.
- Explore accredited courses, from AEPD, which focus on developing your academic practice including learning design.
Try it out!
- Review your lesson plans (if you have them). Can you identify where Active, Applied, Social, and Inclusive learning is happening? If not, can you talk with other educators in your school to gather suggestions for activities?
- Review the learning journey through your modules. Are there particular pinch points or stress points where students might need more guidance and support? How could you ensure they receive this?
Finished here?