Learning Design in Higher Education

2022 ◽  
pp. 259-288
Author(s):  
Maria Toro-Troconis ◽  
Katharine J. Reedy ◽  
Julie Voce ◽  
Ellie Bates ◽  
Lizzie Mills ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Good Practice ◽  
Scale Up ◽  
Learning Design ◽  
Higher Education Curriculum ◽  
Learning And Teaching ◽  
Learning Modules ◽  
Key Factor

This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student experience and outcomes.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2011 ◽  
Vol 2 (1) ◽  
pp. 37-51
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Good Practice ◽  
Learning Design ◽  
Good Teaching ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2018 ◽  
pp. 184-204
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

scholarly journals Benchmarking with the BLASST Sessional Staff Standards Framework

2013 ◽  
Vol 10 (3) ◽  
pp. 86-101
Author(s):  
Karina Luzia ◽  
◽  
Marina Harvey ◽  
Nicola Parker ◽  
Coralie McCormack ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Good Practice ◽  
Quality Teaching ◽  
Active Engagement ◽  
Learning And Teaching ◽  
Quality Of Higher Education ◽  
Administrative Policy ◽  
Quality Learning

Benchmarking as a type of knowledge-sharing around good practice within and between institutions is increasingly common in the higher education sector. More recently, benchmarking as a process that can contribute to quality enhancement has been deployed across numerous institutions with a view to systematising frameworks to assure and enhance the quality of higher education. However, to date, sessional staff who are the majority of teachers in higher education, have been mostly excluded from or invisible in this process, both within individual institutions and across the sector. To ameliorate the effects of this exclusion and to acknowledge the contribution made to quality teaching by sessional staff, the Australian Government Office for Learning and Teaching (OLT) funded BLASST project is establishing a national sessional staff standards framework which sets in place standards to evaluate and support the quality of performance and outcomes in learning and teaching, and in management and administrative policy, procedure, and practices affecting sessional teachers in higher education. In this paper, we present four case studies of benchmarking across four Australian universities that piloted the sessional staff standards framework in order to enhance and support quality learning and teaching by sessional staff. We discuss some of the strengths and limitations of this approach to supporting sessional staff and show how the benchmarking process facilitates active engagement for and particularly by sessional staff in enhancing quality teaching and learning.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

The Potential Impact of the TEF on Engaging ‘Hard to Reach’ Students

2017 ◽  
Vol 3 (1) ◽  
pp. 71
Author(s):  
Corony Edwards
Keyword(s):  
Higher Education ◽  
Recent Trend ◽  
Higher Education Institutions ◽  
Good Practice ◽  
Professional Staff ◽  
Professional Services ◽  
Learning Design ◽  
Teaching Excellence ◽  
Inclusive Curriculum ◽  
Potential Impact

Taken at face value, the Teaching Excellence Framework criteria will exert pressure on Higher Education institutions. To be successful, this requires reconsideration of the recent trend where a professional services industry has developed to provide ‘add-on’ co-curricular and support services. Instead, academics and professional staff must work in partnership to incorporate provision into the mainstream curriculum, through changes to assessment, learning design, tutoring support etc. This indicates an acceleration of the shift towards ‘blended professionals’ and ‘hybrid academics’ (Whitchurch, 2008) in order to deliver a truly inclusive curriculum, in the widest sense. Higher Education institutions (HEIs) need to embed a range of good practice, academic and otherwise, into the experience of all students, thus including and engaging hard-to-reach individuals. 

Good Teaching Practice and Quality Indicators for Virtual and Blended Learning

2013 ◽  
pp. 115-129
Author(s):  
M. Esther del Moral Pérez ◽  
Lourdes Villalustre Martínez
Keyword(s):  
Blended Learning ◽  
Teaching Practice ◽  
Good Practice ◽  
Satisfaction Level ◽  
Virtual Campus ◽  
Learning Contexts ◽  
Spanish Universities ◽  
Good Teaching Practice ◽  
Effective Contribution

The M.A.T.R.I.X (Modalities of Telematic Learning and Inter-university Results that can be Extrapolated to Blended Learning)1 project identified and described the diverse teaching methods and practices applied in a representative sample of virtual and blended learning degree courses taught at different Spanish Universities using the G92 Shared Virtual Campus. The purpose was to extrapolate the experiences considered as “good practice” in the new blended learning contexts and methodologies proposed by the EHEA, using as indicators the quality of the learning design as assessed by experts, the satisfaction level of the students taking the courses, their effective contribution to attaining specific and generic competence in different subjects.

Blended Learning in Higher Education 4.0

2019 ◽  
pp. 70-84
Author(s):  
Arumugam Raman ◽  
Mohan Rathakrishnan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education System ◽  
Industrial Revolution ◽  
Assessment Tools ◽  
Learning And Teaching ◽  
Technology Advancement ◽  
The World ◽  
Modern Learning ◽  
Automation Technology

Rapid technology advancement in the Fourth Industrial Revolution (FIR) has undoubtedly posed a great challenge to the education system in higher education institutes and changed every aspect of our lives including education. Higher education institutions across the world are amalgamating technology in modern learning and teaching approaches such as blended learning so that future teachers are equipped with the latest 21st century knowledge for further innovations and creations. This chapter covers definition, design, and implementation of blended learning in higher education. Further it also discusses blended learning models and assessment tools in recent education setting around the world. The education system worldwide has to transform for the imminent FIR as the job market will be largely prompted by the advancement of digital economy, robotics, artificial intelligence, and automation technology.

Design Education and Institutional Transformation

2012 ◽  
pp. 351-364
Author(s):  
Dean Bruton
Keyword(s):  
Higher Education ◽  
Computational Methods ◽  
Design Education ◽  
Computational Design ◽  
Institutional Transformation ◽  
Learning And Teaching ◽  
The Arts ◽  
Key Factor ◽  
Institutional Adoption ◽  
The Impact

This chapter aims to develop awareness of the changing characterization of design and design education in response to the impact of global crisis and the ongoing introduction of innovative computational design methods and technologies. This chapter presents a strategic vision that includes a range of major concerns in relation to design education’s learning and teaching needs in higher education. The purpose of the chapter is to reconsider the foundation and consequent assumptions required of a vital relevant design education in the 21st century. It reflects on a general academic reassessment of the nature of design education in the light of the impact of computational methods and technologies and asserts a need for the re-envisioning of design education pedagogies in terms of networked interaction and global issues. Specifically it maintains that computational methods and techniques and the institutional adoption of interaction as a key factor in education has transformed the conception and construction of content as well as the delivery of communications across the broad spectrum of both the arts and sciences. It acknowledges the theory of institutional transformation, explores the evidence for such a theory, and discusses design education’s potential pedagogical strategies for reform of higher education.

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