MODULE 6
Learning Designs
Planning a Technology-Enhanced Learning Environment
Learning Design refers to the process of explicitly designing learning activities,
content, tools and supports to enable a learner to meet a specific learning goal. It also
defines the process for ensuring that the learner’s experience of a course is consistent with
the statements about learning, teaching and assessment in the program regulations and
related policies. In summary, this is the deliberate choices about what, when, where and
how to teach. Decisions need to be made about the content, structure, timing,
pedagogical strategies, sequence of learning activities, and the type and frequency of
assessment in the course, as well as the nature of technology used to support learning.
There are several frameworks and in this lesson we will focus on the following
framework of learning design.
8-Stage Learning Design Framework (SLDF) by Atkinson (2014)
The 8 SLDF provides a supportive step-by-step process to develop robust and well-
aligned programs or modules.
1. Design for students – in order to design lessons/ instructional materials that is best
suited to the intended student, their educational, circumstantial, dispositional and
cultural orientations for learning should be explored.
2. Designing for professional or discipline contexts – Schools are expected to deliver
‘work-ready’ graduates. The competency frameworks within the disciplines and
those with professional colleagues should be identified. Program outcomes and
authentic assessment can help identify a range of graduate attributes.
3. Media choices informing design – students’ expectations with respect to the digital
formats, accessibility and flexibility of learning materials and communication
channels have put enormous pressure on institutions. Identifying the media needs of
the students, both in terms of what is currently provided and what the graduates
might expect to meet in their future practice is essential.
4. Developing effective learning outcomes – intended learning outcomes shall reflect
the needs of the disciplines or professions, the aims of the lesson and program and
take account of the need to be assessable.
5. Developing a meaningful assessment strategy – knowing what our intended
learning outcomes are, enables us to design meaningful assessment plan that
provides opportunities to students to find evidences of learning against the
outcomes
6. Designing engaging learning opportunities – the third element in a constructively
aligned course design is the learning activities that allow students to prepare for the
assessment of their learning outcomes.
7. Exploring Opportunities for Feedback Throughout – the fourth element in a
constructively aligned course design approach is feedback throughout. Closely
reflective of both our assessment practice and our learning activities, feedback is
best fully integrated into the learning rather than seen as a separate administrative
response to submitted work. Designing feedback throughout opportunities in the
courses will lead to adopt variations in the learning activities and potentially to
modify our assessment strategies, too.
8. In-course and post course evaluation strategies – it is important to ensure that
efficient and effective in-course evaluation techniques are set to make sure there is
an opportunity to enhance the course as it is underway.
ICAP Framework (Chi & Wylie, 2014)
Developed by Chi and Wylie’s (2014), this framework seeks to address the process of
learning. This answers the question: what does it look like for a student to move through the
process of “active” learning?
ICAP = Interactive > Constructive > Active > Passive
• The Passive Level - the first level of this framework (the “P” in ICAP) focuses on passive
engagement. On this level, activities promote a transactional notion of education,
where students receive information with no expectation of interaction. At this stage,
envision students watching a video or receiving a lecture.
• The Active Level - the second level of the framework (the “A” in ICAP) focuses on
active engagement. Chi and Wylie characterize an activity as “active” if students’
evidence direct manipulation of instructional materials or activities (Chi & Wylie,
2014). At this stage, the teacher would observe students taking verbatim notes,
highlighting a text, or perhaps rewinding or pausing a video.
• The Constructive Level - the third level of the framework (the “C” in ICAP) focuses on
constructive engagement. Rather than regurgitating instructional materials, students
create novel ideas informed by personal experience, prior knowledge, and
connections to broader areas of study.
• The Interactive Level - the final level of the framework (the “I” in ICAP) centers on
interactive engagement. At this final level, students build on their previous
“constructive” thinking and emerge as a community of learners. The classroom sees
students taking turns as active contributors to the broader understanding, and original
thinking builds as multiple members contribute over time.
The 8 Learning Events Model (8LEM) by Leclercq & Poumay (2005)
This model is created by Leclercq and Poumay (2005) and it is extensively used by
Labset to help professors and trainer develop the course and activities on the internet.
It introduces standardization of basic teaching and learning activities. It connects in a
systematic way both the student's demand and the teacher's supply, and their interrelations
It is composed of 8 documented teaching/learning events, i.e. ways of learning.
The 8 Learning Events Model (8LEM) by Leclercq & Poumay (2005)
1. Imitation / Modeling. Humans learn a lot from observation, impregnation (and,
afterwards, imitation), either voluntarily or without really trying, outside any system of
instruction, simply by absorption, as a result of being immersed in the problem, by
living in a context, and sometimes without even realizing it – making this a form of
latent learning.
2. Reception / Transmission. Humans learn a lot from intentional communication, from
the reception of messages (via the press, radio, books, television, lectures, etc.)
intended to give us information. This communication is encoded in a language that
the recipient must share with the transmitter, contrarily to imitation by observation,
where no code is needed.
3. Exercising / Guidance. In fields where it is important to create a procedure, to
automate, to create routines, humans learn by acting, practicing. Essays and errors
are necessary not only to discover the sequences of actions but also to interpret
feedback (stimuli) produced by these actions, that help correct it if needed.
4. Exploration / Documenting. In fields where a large degree of freedom of choice is
beneficial, humans learn by exploration, i.e. by a personal search among data,
either randomly, or to answer their questions. The difference is the personal
character of exploration and the pre-existing will or expectation to find something
or an answer to a personal query. In a free exploration, a consultation, it is the
learner who has the initiative, who asks the questions, but without changing the
object of his exploration, without creating knowledge which pre-existed its discovery
during exploration.
5. Experimentation / Reactivity. Experimentation processes mostly by exhausting and
combining the possibilities the experimenter regards as meaningful, in order to test
a personal hypothesis (otherwise it is simply drill by applying the other’s ideas)
6. Creation / Confortation. Humans learn by creating something new (new to them,
no to humanity), by constructing, by changing their environment, by producing
concrete works (texts, musical compositions, objects, buildings, shows, films, etc.)
...often starting from a personal idea or an individual or collective project.
7. Self-reflection / Co-reflection. Judgements, analysis and regulations operated by a
person on his/her own cognitive processes or products in PRE, PER or POST
performing situation, the performance being a test or a learning activity.
8. Debate / animation. Learning takes place during social interactions between pairs
or between trainees and trainers provided there are conflicts of views (called socio-
cognitive conflicts), challenging discussions forcing the opponents to justify their
position.
ACTIVITY 3
TECHNOLOGY-ENHANCED LEARNING PLAN Component 2: The Learning
(TELP) Design
INSTRUCTIONS: Using the information from the accomplished TELP Component 1,
design your learning plan. Get hold of the DepEd’s Curriculum Guide (CG). The
construct is based on Oliver (1999, 2001) and Oliver & Herrington (2001).
Subject Area &
Grade Level
Topic
Learning Tasks/ Support Mechanism
Learning Resources
Activities from the Teacher
Plan out what resources Describe what the learners Indicate the support
are available and/or are required to do or strategies the teacher will use
produced during the produce to achieve the to assist the learners in their
activity. learning outcome/s. learning.
(books, papers, articles, (problems, investigations, (schedules, instructions,
notes, documents, projects, role plays, procedures,
manuals, references, web creative media, announcements)
links, case studies, discussions, experiments,
lectures, and others) brainstorming, simulation,
workshop, etc.)
INTENDED LEARNING OUTCOMES
(state what students are expected to be able to do as a result of engaging in
the learning process)
See: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
