| Module Title |
Digital Learning Design & Tools |
| Module Code |
MNA1057 (ITS: HR5014) |
|
Faculty |
DCU Business School |
School |
DCU Business School |
|
NFQ level |
9 |
Credit Rating |
5 |
|
|
Description
This module will provide detailed knowledge and understanding of current and emerging approaches to learning design for digital, online and blended learning environments and how to apply these in a learning and development context. The module will engage in debates on different design approaches, theories and technologies to develop knowledge around the whys and hows of creating learning experiences for learning and development contexts.
It will evaluate, drawing on scientific research evidence and practice, the opportunities, benefits and limitations of leveraging pedagogy, digital technologies, and techniques for learning and development delivery. Case studies from research and practice of innovative digital learning design exemplars will be used to provide a basis for critical examination of the current trends and future directions of educational technologies.
|
Learning Outcomes
1. Demonstrate an understanding of the principles of learning design for digital, online and blended learning and leverage them to support organisational learning and development
2. Develop a digital learning design toolkit to create effective and engaging learning journeys appropriate tailored to organisational learning and development needs
3. Evaluate learning experiences using quality assurance and data-driven approaches.
4. Critically apply digital intelligence to the evaluation and application of digital tools and pedagogy to the design and development of learning experiences.
5. Critically reflect on their personal and professional digital competencies.
|
| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 24 | Classroom and/or online lectures | | Independent Study | 40 | Assigned readings and preparation for lectures | | Assignment Completion | 49 | Learning design project | | Online activity | 12 | Completion of weekly online activities |
| Total Workload: 125 |
|
|
| Section Breakdown | | CRN | 20730 | Part of Term | Semester 2 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Claire Gubbins | Module Teacher | David Mann |
|
| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Assignment | Create a learning design for a unit of online/blended learning experience
Develop a prototype | 70% | n/a | | Completion of online activity | Individual and group weekly asynchronous online activities, related to readings, discussion forums, glossary, reflections | 30% | n/a |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
|
|
Pre-requisite |
None
|
|
Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
|
|
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
|
Indicative Content and Learning Activities
Historical and theoretical perspectives on digital, online, blended and distance education
Learning design:
Definitions, current issues, key approaches: ADDIE, Design Thinking, ABC learning design, 7Cs.
Technology, tools and platforms:
Virtual learning environments, authoring tools, synchronous and asynchronous tools, multimedia production.
Learning design in action
Learner context and needs analysis, storyboarding, persona development, constructive alignment, accessibility and inclusion, assessment and feedback, creating a learning design.
Quality and evaluation of learning experiences for learning and development contexts.
New and emerging pedagogies, technologies and trends:
VR, AI, Open Education, user experience design, green Edtech.
|
Indicative Reading List
Books:
- McDonald, J., West, R.,: 2021, Design for Learning: Principles, Processes, & Praxis,
- Karen Lawson: 2015, The Trainer's Handbook, John Wiley & Sons, 384, 9781118933138
- Laurillard, D.: 2012, Teaching as a design science: Building pedagogical patterns for learning and technology., Routledge.,
- Weller, M.: 2020, 25 Years of Edtech., Athabasca University Press.,
- Anthony W. Bates: 2015, Teaching in a Digital Age, 9780995269200
- Neil Selwyn: 2021, Education and Technology, Bloomsbury Publishing, 232, 9781350145566
Articles:
- Ní Shé, C., Farrell, O., Brunton, J., & Costello, E.: 2021, Integrating design thinking into instructional design: The #OpenTeach case study, Australasian Journal of Educational Technology, 33–52, https://doi.org/10.14742/ajet.6667, 49265
- 2020: Learning Design: European Approaches, TechTrends, 64, 81582, https://doi.org/10.1007/s11528-020-00498-0, 49266, 1
- Rapid and creative course design: As easy as ABC?: Procedia -Social and Behavioral Sciences, 228, 39039, https://doi.org/10.1016/j.sbspro.2016.07.058,
|
Other Resources
- Website: Education and Technology: Key Issues and Debates, https://rl.talis.com/3/ucl/lists/D8B791DC-0CED-BCCC-5CFD-1B5C9FB12AE5.html?lang=en-US
- Website: UCL, Learning Design for Blended and Online Education, https://rl.talis.com/3/ucl/lists/3D64C1D0-2529-E818-AA34-E82F461B6D13.html
- Website: UCL, Researching Design and Implementation of Digital Learning, https://rl.talis.com/3/ucl/lists/DDB6AC90-6D10-8B48-F698-F8D4C11E518F.html?lang=en-US
|
|
|
|
|
