scholarly journals Digital Learning Design: From Ideation via TRIZ to Implementation

2018 ◽  
pp. 1-16
Author(s):  
Iuliia Shnai
Keyword(s):  
Learning Design ◽  
Digital Learning

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

scholarly journals Partnerskabt digitalt læringsrum

2016 ◽  
Vol 9 (16) ◽  
Author(s):  
Christina Juul Jensen ◽  
Lise Stenbæk ◽  
Helle Bundgaard
Keyword(s):  
Social Constructivism ◽  
Empirical Data ◽  
Field Work ◽  
Development Project ◽  
Academic Learning ◽  
Learning Design ◽  
Digital Learning ◽  
Learning Platform ◽  
Theoretical Perspectives ◽  
The University

Dansk Artiklen beskriver et udviklingsprojekt fra Institut for Antropologi på Københavns Universitet. Her har studerende i partnerskab med studieleder, underviser og konsulenter samskabt et socialtkonstruktivistisk funderet digitalt læringsrum til brug på feltarbejde. De studerende på feltarbejde er udfordret af, at de ikke er fysisk tilstede på universitetet i et semester på deres kandidat studie, fordi de er i felten og indsamle empirisk data. Den manglende fysiske tilstedeværelse påvirker nærheden til studiet og konsekvensen er, at de studerende oplever ensomhed såvel som et mindre akademisk fokus. Artiklen er rammesat med Conoles 7C læringsdesign og benytter sig af Salmons 5-trins model for opbygning af den digitale undervisning. Formålet med skabelsen af et digitalt læringsrum til er etablere et socialt-fagligt læringsrum som minimerer fornemmelsen af fysisk fravær. Artiklen dækker både, partnerskabsbegrebet som afsæt for undervisningsudvikling, læringsdesign samt opbygning af et digitialt læringsrum og belyser dermed de studerendes mulighed for læring, kommunikation og samarbejde digitialt i løbet af feltarbejdet. Studenterevalueringer og skriftligt kommunikation mellem de studerende fra det digitiale læringsrum vises eksemplificerende. De teoretiske perspektiver og de empiriske eksempler gør det muligt at konkludere, at det samskabte digitale læringsrummulighed for feedback understøtter de studerende både socialt og akademisk gennem deres feltarbejde. English The article describes a development project from the Department of Anthropology at the University of Copenhagen where students together with the study board, teachers and consultants co-create a digital learning course based on social constructivism thoughts for fieldwork. The fieldwork students are challenged by the fact that they are not physical present at the University for one semester of their master education because they have to generate empirical data in the field. The physical absence complicates the closeness to the department and the consequences have so far been that the students experience loneliness as well as less academic focus during their fieldwork. The article is framed within Conoles 7C learning design model and uses Salmon’s 5-step model for structuring the digital teaching. The purpose of creating a digital learning course is to establish a social and academic learning environment which minimize the felling of physical absence among the students. The article covers both the partnership term for teaching development, the learning design, as well as the creation of a digital learning platform and highlights thereby the student’s possible learning, communication and corporation in a digital environment during fieldwork. Student evaluations as well as online written communication among students from the digital platform are used for exemplification. The theoretical perspectives and the empirical data enable a conclusion which frames that the integrated options for feedback in the co-created digital learning platform support the students in both social and academic ways during their field work.

scholarly journals Online Learning in Digital Innovations

2021 ◽  
Vol 5 (4) ◽  
pp. 547
Author(s):  
Andi Mariono ◽  
Bachtiar Syaiful Bachri ◽  
Andi Kristanto ◽  
Utari Dewi ◽  
Alim Sumarno ◽  
...  
Keyword(s):  
Online Learning ◽  
Model Development ◽  
Learning Design ◽  
Digital Learning ◽  
Design Development ◽  
Research Subjects ◽  
Product Trial ◽  
Implementation Evaluation ◽  
Practice Tests ◽  
Good Learning

Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.

scholarly journals Informing learning design through analytics: Applying network graph analysis

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Dirk Ifenthaler ◽  
David Gibson ◽  
Eva Dobozy
Keyword(s):  
Learning Environments ◽  
Learning Analytics ◽  
Graph Analysis ◽  
Learning Design ◽  
Digital Learning ◽  
Time Data ◽  
Network Graph ◽  
Dynamic Learning ◽  
The Impact

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics information on the fly in order to evaluate learner characteristics, examine learning designs, analyse the effectiveness of learning materials and tasks, adjust difficulty levels, and measure the impact of interventions and feedback. In a case study with 3550 users, the navigation sequence and network graph analysis demonstrate a potential application of learning analytics design. Implications based on the case study show that integration of analytics data into the design of learning environments is a promising approach.

The Experiential Learning Design Accelerator

2021 ◽  
pp. 271-287
Author(s):  
Annie Kurtin ◽  
Megan Forecki ◽  
Abra McAndrew ◽  
Brian Mayer
Keyword(s):  
Experiential Learning ◽  
Design Thinking ◽  
Course Design ◽  
Selection Process ◽  
Learning Design ◽  
Digital Learning ◽  
Learning Tools ◽  
Iterative Development ◽  
Faculty Selection ◽  
The University

This chapter will describe the Experiential Learning Design Accelerator (the Accelerator) initiative at the University of Arizona and its impact on this campus. Specifically, this chapter will address the campus-wide faculty selection process, programmatic components of the Accelerator including topical workshops exploring themes such as reciprocity within community partnerships, iterative development embedded in student-facing assignments, and the design and execution of effective digital learning tools. Critically, this chapter will look at the foundational training in design thinking to inform course design and delivery.

scholarly journals A systematic approach to learning design for supervisor training in a specialist medical college

2021 ◽  
Author(s):  
Jorge Reyna ◽  
Victoria Baker-Smith ◽  
Ellen Cooper
Keyword(s):  
Teaching And Learning ◽  
Systematic Approach ◽  
Learning Experience ◽  
Medical Council ◽  
Learning Design ◽  
Digital Learning ◽  
Theoretical Frameworks ◽  
Supervisor Training ◽  
Educational Approach ◽  
Approach To Learning

Specialist medical education aims to develop clinical knowledge in conjunction with professional attributes such as communication skills, collaboration, health advocacy, management, and professionalism. RANZCO is undertaking a 3-year curriculum redesign plan that incorporated feedback received from the Australian Medical Council and is moving towards a systematic approach to supervisor and trainee teaching and learning interventions to improve the quality of the learning experience. In parallel to the new curriculum, the college has established the Digital Learning Transformation initiative by developing theoretical frameworks to guide a systematic approach to learning design. The frameworks informed the design, implementation, and evaluation of interactive modules to support supervisors in educational topics. This concise paper aims to present the theoretical underpinning and the Modus Operandi of the intervention. The authors hope this initiative could inspire other medical colleges to take an evidence-based educational approach to supervisor training.

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