learning, teaching

Learning design for higher education

This is a really useful thread of learning design frameworks in higher education.

This has proved to be a popular thread and compiles a good list of useful resources. A lot of these frameworks are described as collaborative design approaches – basically the frameworks act as objects for thinking with and for consensus seeking. Within this group are Carpe Diem[https://www.gillysalmon.com/carpe-diem.html] and its variation in the CAIeRO framework [http://blogs.northampton.ac.uk/learntech/2014/12/24/demystifying-the-caiero/], ABC Learning Design [https://blogs.ucl.ac.uk/abc-ld/] and the Course Design Sprint [https://codesignssite.wordpress.com/]. In a different vein is the 3E framework from Edinburgh Napier University [https://staff.napier.ac.uk/services/vice-principal-academic/academic/TEL/TechBenchmark/Pages/Introduction.aspx] which is more orientated towards supporting individual academics on incorporating technology in their teaching and learning rather than as a method for collaborative learning design. However, Carpe Diem and the 3E framework have been integrated in the Design Develop Implement initiative [http://teche.ltc.mq.edu.au/design-develop-implement-team-based-approach/] at Macquarie University in Australia as a specifically team-based approach.  The 8 Stage Learning Design Framework (8SLDF) [https://sijen.com/research-interests/8-stage-learning-design-framework/] presents a linear course/ modules and programme design process. This seems one of the most problematic to me in terms of the linearity of the steps and the order of the steps with media choices coming before learning outcomes and the learning and teaching activities. 

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