African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Teaching Course 1 /Day 1/Session 7 (T1_D1-S7)
Title: Learning Design
Session Description:
(Overall time: 90 mins) The purpose of this session is to introduce participants to the Open University’s (OU)
Learning Design approach, which is a structured process for designing curricula and sessions (or modules).
Using a pre-designed scenario, participants will use the OUs Curriculum Feature Cards to identify the key
features of the session and create appropriate learning activities and assessment tasks. Participants will also
spend time considering how to create measurable learning outcomes.
Learning Objectives:
By the end of this session, you will be able to:
1. Break down the process for creating a curriculum/learning session
2. Identify the features of a curriculum, and construct curriculum features for the session’s scenario
3. Create a session plan and devise appropriate learning outcomes, activities, and assessments for the
session’s scenario
4. Reflect on and conclude how your planning processes could be modified in the future
Recommended Modality:
 Face-to-face
Learning Activities:
1. (15 mins) Using the Open University’s Curriculum Features cards small groups will identify appropriate
features for the session scenario (LOs 1-2).
2. (50 mins) Activity 1 is broken down into two parts. The second part enables participants to learn about
different types of assessment tasks and potential learning activities (using a list provided by Educause), and
will result in the completion of a Learning Design Template for the session’s scenario. One per group (LO 3).
3. (10 mins) A final group reflection provides a space for the participants to reach decisions about whether
their individual (or institutional) planning processes could be enriched (LO 4).
Formative Assessment
 [T1-H06] Activity will inform educator of the individual/group’s comprehension of the learning design
approach
 Questioning
Learning Resources:
 [T1-P07-S7] Power Point Presentation Session 7: Learning Design.
 [T1-H06] Handout Session 7: Activity Design Template
 [T1-H07] Handout Session 7: Observation Assessment Rubric
Course Materials:




Plain/Coloured paper or post-it notes
Student satisfaction survey
Flipchart paper (prepared in advance)
Projector & Computer
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Presentation slides
Slide 1
aura
Engaged Excellence in Research & Teaching Practices

Mood Monitor
Learning Design
Teaching Course 1, Session 7, Day Two
Points in this script are facilitation instruction - for example, they might indicate how to run a group
discussion or brainstorming session.
Points in italic indicate things you should tell the audience. You can express them in your own words.
Underlined points refer to formative assessment techniques and indicate what you can learn from learner
responses (although it is impossible to be comprehensive about all of the insights).
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 2
Session Learning Outcomes
In this session, you will:
1. Break down the process for creating a curriculum/learning session
2. Identify the features of a curriculum, and construct curriculum features
for the session’s scenario
3. Create a session plan and devise appropriate learning outcomes,
activities, and assessments for the session’s scenario
4. Reflect on and conclude how your planning processes could be modified
in the future
(1 min)
Facilitation: Briefly introduce the objectives of the session.
Content: This session will introduce you to planning processes to design a curriculum or a session. The
approaches covered in this session are promoted by the Open University as part of their Learning Design
approach. We will look at how to define the features of a curriculum and how this will influence your design
and delivery approach for the sessions within the curriculum. You’ll also explore different learning activities and
design appropriate assessment strategies or tasks. Finally, you will reflect on the planning process to reach a
conclusion about how these approaches could inform (or modify) your planning processes going forward.
Formative Assessment: N/A.
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 3
Features of your Curriculum
“The student learning experience is about more than their
experience of the syllabus and the assessment strategy. It
includes their experience of being supported and guided through
a programme of study, and feeling part of a learning community”.
Open University, Learning Design
(2 mins)
Facilitation: Show the slide and discuss the Open University’s Learning Design Approach with two or three
individuals in the group.
Content: Let’s start the session with a compelling statement. The Open University (OU), as part of their
commitment to designing and delivering quality teaching and learning experiences, has developed the ‘OU
Learning Design’ approach. According to the OU: “Learning Design involves a set of tools, views and principles
which help guide the curriculum design process and place the student experience at the heart of curriculum
design”. In order to achieve quality the OU ensures that they have sufficient resources (i.e. staff time and
financial resources) to invest in the production and presentation of curricula that are ‘fit for purpose’ and
deliver on the institutional (or curriculum) priorities. The OU Learning Design approach provides a structured
and consistent process for the design, specification and review of student-activities based curricula. This is an
important feature of the process: yesterday we learned about Sfard’s argument for a hybrid approach to
teaching and learning (where educators use a mix of pedagogical approaches to design learning experiences
that are appropriate to the learner). The OU’s Learning Design process facilitates these decisions by enabling
the educator to select the pedagogic approaches that are most appropriate and fit for purpose. This process is
defined as a ‘design view’ and enables the educator to describe the learning activity by learning from the
experiences of other educators, and identifying ‘best practice’ in empirical research/conceptual tools and
frameworks. In this session, we will model aspects of this approach by identifying the features of a curriculum
and drawing on research evidence about different learning activities/assessments. We will work as a team to
develop the features of a curriculum for this session’s scenario and develop appropriate learning/assessment
activities (that are in line with the curriculum features).
Before we move onto the planning process, let’s spend a few minutes sharing our ideas. Do you think the OU’s
focus on the learning experiences of students, and creating learning communities, is similar to your institutional
or departmental priorities? [There is no right or wrong answer to this question, it will help the facilitator
determine how the institution sees the student. Is the student placed at the heart of the design process? Or is
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
curriculum design undertaken without considering their experiences? If the student experience is not
considered, why not? If it is, how are student’s involved in the design process?]
Formative Assessment: The final question (Do you think the OU’s focus on the learning experiences of students,
and creating learning communities, is similar to your institutional or departmental priorities?) will enable the
facilitator to determine the views and practice of designing and developing curricula. This may have an impact
on the approaches emphasised during this session and may require the facilitator to check in and confirm that
the OU Learning Design Approach is a useful and could be applied in their institution.
Additional Reading:
http://www.open.ac.uk/iet/learning-design/
http://www.open.ac.uk/iet/learning-design/downloads
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 4
Curriculum
Syllabus
Session 1
Session 2
Session 3
Learning
Outcomes
Learning
Outcomes
Learning
Outcomes
Activity
Activity
Activity
Assessment
Assessment
Assessment
Resources
Resources
Resources
(1 min)
Facilitation: Show the slide and discuss with one or two participants.
Content: A curriculum is a planned sequence of learning experiences – referred to as an intellectual journey
(Manchester University). A curriculum can be a whole degree programme or a particular unit of work (or
session) that will lead to an anticipated learning outcome. A curriculum usually includes consideration of: the
learning aims (including outcomes), the syllabus (or content) for each programme or unit and the teaching and
learning activities, and assessment.
Formative Assessment: Check if this diagram relates to the learner’s experiences of curricula in their
institution. What terminology do they use to describe curricula (i.e. syllabus, units, modules etc.)?
Additional reading:
http://www.tlso.manchester.ac.uk/map/teachinglearningassessment/teaching/curriculumdesign/
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 5
Creating a curriculum/session learning design
1. Assess/
Evaluate
4.
Implement
2. Design
3. Develop
(2 mins)
Facilitation: Show the slide and outline the planning process.
Content: An educator will usually go through the following stages when designing a curriculum. This process
can also be applied to the design of a session plan. Before we look at the stages it is important to note that
new curricula are normally designed as part of a team of professionals (who may also go through this process
over a period of time). The first step looks at assessments of the learning, the curriculum goals and the
institutional priorities. It’s important to assess the ‘situation’ and context of learning in order to identify what
the department, institution, the profession and society at large expect the student to achieve. Furthermore, the
design team may also consider the experiences and expectations of the student at this point. What does the
student expect to achieve at the end of a course or a programme of study (i.e. the curriculum)? All of these
questions will guide an educator’s thinking about how to design the curriculum, course or session. (Stage 2):
Now we move on to the design phase. Based on empirical evidence (e.g. research or other learning data) the
educator will design a programme of study (or session) that has appropriate learning goals (i.e. learning
objectives/outcomes), teaching and learning activities, and assessment activities. Once the design team (or
educator) have a design plan they will move onto developing the learning resources, activities and
feedback/assessment activities (Stage 3). (Stage 4) After implementing (i.e. delivering the curriculum or
session) the design team should evaluate the learning process to determine the quality of the learning
approach and outcomes. At this stage (Stage 1), the design team should evaluate whether the curriculum,
course, or session has achieved the expected learning outcomes, and if improvements or adjustments should be
made to improve the learning outcomes or the student’s learning experience. This is visualised as a cyclical
process but reviews can take place throughout the different stages (depending on resources and the time
available).
In this session we will be focusing more on the Design Phase.
Formative Assessment: Check whether this cyclical process is familiar to the learner. Ask them to share their
design process if it is different.
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 6
Design
Key questions to consider:
• What are the key features of the curriculum?
• What do I want learners to be able to do?
• Learning Outcomes
• What learning activities will be used to foster knowledge?
• How will we assess their knowledge and skills?
• What resources will be used?
(1 min)
Facilitation: Show the slide and share the design considerations.
Content: Let’s look at the Design process in more detail now. Key questions to consider during the design
phase include: what are the key features of a curriculum? What are the learning goals, and outcomes? What
learning activities will support the learner to develop situational-specific skills and knowledge (or behaviours)?
How will you know if the learner has achieved the intended outcomes? What assessment activities are
appropriate and relevant to the learner, and will assess their capacity? What resources will you use?
Formative Assessment: Are there any other areas that participants would include? (this will help the facilitator
to determine other areas that are of an institutional or individual priority
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African Universities’ Research Approaches (AURA) Programme: Course Pack
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aura
Slide 7
Learning Outcomes
• Focus on ‘What you are expected to do…’
• Cognitive objectives: learning facts, theories, formulae, principles etc”
• Performance outcomes: learning how to carry out – processes, procedures,
calculations…
• Affective outcomes: developing attitudes, professional values
• Should be SMART
•
•
•
•
•
Specific
Measurable (informs assessment activities)
Achievable
Relevant (Realistic)
Time bound
(1 min)
Facilitation: Show the slide.
Content: Learning outcomes are what the learners will be expected to do if they follow the curriculum. It is a
good idea to include different kinds of measurable outcomes. Outcomes can be framed as cognitive objectives
(learning facts, theories formulae or principles), performance outcomes (learning how to carry out procedures,
calculations and processes, and typically gathering information and communicating results) and sometimes
affective outcomes (which includes: developing the attitudes or values of a specific profession). The outcome
helps to focus the learner on what they are expected to achieve, and guides the educator to create appropriate
assessment tasks. It is recommended that you use Bloom’s Taxonomy action verbs when creating learning
outcomes. Based on Bloom’s Taxonomy of learning domains (i.e. Knowledge, Skills and Attitudes), Bloom’s
model is used by educational instructors to create learning outcomes into levels of complexity and specificity.
Formative Assessment: N/A
Additional reading:
Fresnostate University. Bloom’s Taxonomy Action Verbs” [Online] Available at:
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf Last Accessed: 24
August, 2016
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 8
Bloom’s Taxonomy
Bloom B., Englehart, M., Furst E., Hill, W., & Krathwohl, D. (1956)
(1 min)
Facilitation: Show the slide. You may choose to bring individuals to the front of the room (by the projector)
as you go through this slide. Moving individuals around can be a good way of raising energy levels.
Content: In order to help learners to be autonomous, independent and critical/creative thinkers an educator
should create a curriculum that has a range of learning activities. These activities should help the learner to
increase their knowledge, comprehend it and then eventually evaluate and create new knowledge. Bloom’s
Taxonomy is used by educators as a model for moving individuals from low-order thinking skills (i.e. building
repositories of knowledge; being able to recall information) to high-order thinking skills (i.e. Evaluation skills
where a learner is able to assess, appraise and critique). In 2001, Anderson and Krathwohl revised Bloom’s
taxonomy to accommodate modern education objectives. Their revisions included the adjustments that moved
the domains to active verbs and also included adjustments such as: knowledge became ‘remembering’;
comprehension became ‘understanding’; application became ‘applying’; analysis became ‘analysing’. They also
added another level to creating to cover the ability to create new approaches, theories, solutions and learning
outputs.
Formative Assessment: N/A
Additional reading:
Huitt, W.G.. (2011). Bloom et al.'s Taxonomy of the Cognitive Domain. Available:
http://www.edpsycinteractive.org/topics/cognition/bloom.html. Last accessed: 6th Sept 2016.
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African Universities’ Research Approaches (AURA) Programme: Course Pack
“Engaged excellence in teaching and research”
aura
Slide 9
(2 mins)
Facilitation: Show the slide. You may choose to bring individuals to the front of the room (by the projector)
as you go through this slide.
Content: How can you use Bloom’s Taxonomy to create learning outcomes or activities? Well, if you use
Bloom’s action verbs you can quickly select the words you can use to frame an activity to promote either
lower-level or higher-level thinking. For instance, if you use the words ‘define or describe’ in a learning
outcome or activity instruction then you are building competencies that operate at the ‘knowledge level’ in
this diagram. If you use the words ‘compare and contrast’ in a learning outcome or activity instruction then
you are operating at the ‘evaluation level’. Ideally, an educator would start a topic by building comprehension
(i.e. knowledge) and build up to analysis etc. However, if pre-assessment of participants / students showed
they already had a good grasp of the subject then the educator may introduce activities that work at a higher
level in Bloom et al’s Model.
Formative Assessment: N/A
Additional reading:
Huitt, W.G.. (2011). Bloom's Taxonomy Action Verbs. Available:
http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf . Last accessed 6th
Sept 2016.
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aura
Slide 10
A learning Outcome
“As a result of participating in this session, learners
will be expected to explain to their colleagues in a
clear and concise
manner how to apply the
Harvard Referencing Standard to cite journal
references in their assignments”
(5 mins)
Facilitation: Show the slide and ask one or two participants standing at the front of the room to comment on
the outcome statement.
Content: Here is an example of a learning outcome. [Read the outcome] Would one or two of you like to
comment on the outcome. What type of learning outcome is it? Is it a cognitive objective, performance
outcome or an affective outcome? [It is more of a cognitive objective as the learner will be expected to apply
the Harvard Referencing standard for citing journal articles]. Is the outcome SMART? (It is context specific and
relevant as students are expected to list references in their assignments, it is measurable if the educator
assesses a learner’s capacity to cite a journal in their assignment, it is achievable in one session, and time
bound – as learners are expected to do this by the end of the session] (Manchester University).
Formative Assessment: Invite participants to comment on the action verbs used in the outcome statement
[switch between slides 9 and 10]. Ask participants to comment on whether this outcome is specific,
measurable, achievable in a session, realistic or time bound? Also, ask for individuals to SMARTen the
outcome. Discuss the advantages of having clear / concise outcomes. If you have time ask participants to share
an example of a learning outcome and ask the group to state whether it is SMART / suggest improvements for
making it SMARTer. Write the example down on a flipchart and get others to comment as a group (this
formative assessment activity will tell you whether individuals comprehend how to write learning outcomes).
Additional reading:
http://www.tlso.manchester.ac.uk/map/teachinglearningassessment/teaching/curriculumdesign/
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aura
Slide 11
Learning Activities
Conole, Fill (2005) define learning activities:
• Context
• Subject, level of difficulty, intended learning outcomes, the environment
• Learning and Teaching Approaches
• Theories and models
• Tasks
• Type of task, techniques used, associated tools and resources, interaction,
roles, assessments
Pedagogically effective learning activities, Conole and Fill (2005)
(5 mins)
Facilitation: Show the slide and discuss with one or two participants. Participants can return to their seats.
Content: Grainne Conole (formerly OU) and Karen Fill published a toolkit that supports the development of
pedagogically effective learning activities (see link below). They define a learning activity as consisting of three
elements: ‘the context’ (in which the activity will take place and includes the subject, level of difficulty, intended
learning outcomes and the environment within which the activity takes place. It can also include the time, skills
and pre-requisites knowledge or skills); the teaching and learning theories that are adopted (and includes
theories or models); and finally the tasks that will be completed (the type of task should be specified as well as
the sequence, techniques, associated tools and resources, the type of interaction between learners and
educator (or learner to learner); the roles of the educator or learner, and the assessment activities). That’s
quite a lot of elements to consider! We’ll come onto to a method for developing learning activities in a
moment.
Formative Assessment: Are there any other areas that need to be considered?
Additional reading:
Conole, G. & Fill, K., (2005). A learning design toolkit to create pedagogically effective learning activities.
Journal of Interactive Media in Education. 2005(1), p.Art. 9. DOI: http://doi.org/10.5334/2005-8 (Available
online: http://www-jime.open.ac.uk/articles/10.5334/2005-8/ ).
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aura
Slide 12
Types of learning activity
• Conole and Fill (2005) reported over 30 learning activities
• Educause (2005) – ‘Potential Learning Activities’ 43 learning activities
•
•
•
•
•
•
•
•
•
Behavioural modelling
Brainstorming
Case Study
Cognitive modelling (Reflection-In-Action)
Discussion
Essay
Experiment
Field trip
Etc….
(3 mins)
Facilitation: Show the slide and discuss with one or two participants.
Content: In their toolkit, Conole and Fill referred to over 30 learning activities that would be context-specific,
task-orientated and use a range of learning theories or approaches. In a moment we will refer to a list
produced by Educause (2005). Eight of the 43 learning activities are listed here. Take a few moments to reflect
on the type of learning activities that are appropriate to your discipline, and share your activities with the
group.
Formative Assessment: sharing learning activities (LA) will help you determine the type of LAs that are typically
found in an institution.
Refer to paper – what do you notice? Lots of ways of developing LAs. Review list and identify one or two that
are new to you or could be included in your course.
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African Universities’ Research Approaches (AURA) Programme: Course Pack
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aura
Slide 13
Activity #1: Features of a curriculum/session
LO: Create a session plan and devise appropriate learning outcomes,
activities, and assessments for the session’s scenario
• Go through Open University ‘Curriculum feature cards’
• Familiarise yourself with the features:
•
•
•
•
Blue (1-28) – the features of the session
Orange (29-49) – role of educator/student
Purple (50-75) – assessment activities
Green (76-96) – context
(15 mins)
(15 mins)
Facilitation: Show the slide and explain the activity. Divide the group into small working groups of no more
than five individuals per group. Place one copy (preferably in colour) on each table. The facilitator may need
to provide scissors if they have not already cut up the resource – ensure the numbers are still visible when
the resource is cut.
Content: We’ve looked at the Open University’s (OU) Learning Design process and considered how to define
learning outcomes, and learning activities. The design of learning activities will inform the design of the
learning assessment tasks. In this activity you will be given a scenario where you have to define the features of
a curriculum (later we will move on to the session’s goals, the learning activities and the assessment tasks). In
order to achieve this outcome you will use a Learning Design tool called the Curriculum Feature Cards. Although
it is used primarily for defining the features of a curriculum, we will use it in this exercise to identify the key
features of a session (or module). The activity will also increase our awareness of different assessment
methods.
The purpose of this activity is to “help you define the key features of the scenario session (or module), and to
compare different assessment methods”. This approach can be used at the beginning of a design process, or
during the review and evaluation process.
You will be given 15 minutes to familiarise yourself with the feature cards (as a group) – you’ll notice there are
some blanks so please feel free to add features that are typical in your institution. Discuss the cards with your
colleagues in the group – are there any surprises, or similarities with your institution(s)?
Formative Assessment: Walk around and observe the groups at the beginning of the task – do this quietly first
so you can make an assessment about what groups need support or scaffolding. Once, you have identified the
groups that need support – go to them directly and check their understanding of the task by asking them
questions. Identify their gaps in knowledge or understanding (scaffolding) and guide them through the process
first.
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Additional reading/resource:
This resource belongs to the Open University. It can be downloaded using this link:
http://www.open.ac.uk/iet/learning-design/sites/www.open.ac.uk.iet.learning-design/files/files/ecms/webcontent/Downloads/Learning-Design-Curriculum-Feature-Cards.pdf
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aura
Slide 14
Activity#2: Define learning and assessment
activities
(40 mins)
Facilitation: Show the slide and introduce the scenario. Ask individuals to stay in their working groups to
complete this part of the task. Provide copies of the Educause ‘Potential Learning Activities’ – one per table
(or provide links to the PDF). Give ‘time updates’ frequently so groups can manage their time productively
Content: You’ve taken a few moments to familiarise yourself with the features cards, now I’d like to draw your
attention to the scenario. In this scenario, the educator has been asked to design the Teaching/learning
activities, and assessment tasks for a course on writing curriculum vitae (CV). This session is part of a wider
curriculum that aims to develop the employability skills of the learner.
The session title and description has been provided, and we have also given you some learning goals. You may
want to improve the learning outcomes before you define the assessment tasks and the learning activities. If
you adopt the OU’s Learning Design approach you should look for research (or evidence) that points to tried
and tested methods for creating compelling and informative CVs. We recommend that you ask someone in the
group to undertake this research (using the internet) while the rest of you start to pull out key features of this
session using the OUs Features Cards. This should be a two-way conversation between the
research/investigator in your group and the rest of the members. You are also given the Educause resource,
which provides a potential list of learning activities. Spend about 20 minutes thinking about potential designs,
and in the final ten minutes reach a decision as a group using all the information you have gathered and the
one’s provided as part of this course. You should aim to complete one matrix per group. Be prepared to share
your findings at the end of the activity.
Formative Assessment: Walk around the room ensuring that groups comprehend the task.
Additional reading:
Educause (2005) ‘Potential Learning Activities’ [Online] Available at:
https://net.educause.edu/ir/library/pdf/NLI0547B.pdf (Last Accessed: 23 August, 2016)
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aura
Slide 15
Activity #3: Reflection
Photo credit: sduvigneau
(10 mins)
Facilitation: Show the slide and discuss with the group
Content: In this session, we’ve familiarised ourselves with, and practiced using the OUs Learning Design
approach. We’ve used several resources to increase our awareness about the features of a session (or module),
the type of learning activities, assessment tasks we could use to create innovative and informative learning
journey’s or experiences. Take a few moments now to reflect on the learning outcomes for this session [show
slide 14]. Is there anything that you learned in this session that will prompt you to modify your resources or
teaching practices going forward. I will give you one minute to think. Please write down your ideas on a post-it
note. [After one minute]. Are one or two of you willing to share your ideas? [Discuss with one or two]. Can
everyone please place your ideas on this flip-chart sheet so others can see them, and I can assess how helpful
this session was to you.
Formative Assessment: Asking the learners to write their thoughts down on the post-it notes and place them
on a flip-chart will enable the facilitator to get instant feedback about the usefulness of this session.
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aura
Slide 16
Session Learning Outcomes
You should now be able to:
1. Break down the process for creating a curriculum/session (module)
2. Identify the features of a curriculum, and construct curriculum
features for the session’s scenario
3. Create a session plan and devise appropriate learning outcomes,
activities, and assessments for the session’s scenario
4. Reflect on and conclude how your planning processes could be
modified in the future
(1 min)
Facilitation: show the slide and highlight the learning outcomes.
Content: We have now come to the end of this session. We should all be familiar with the process for creating
a curriculum or session (module) plan. We have experienced the OUs Learning Design process and used their
Feature Cards to define the features, learning activities and assessment tasks for this session’s learning
scenario. We’ve also modelled how to use quality resources to identify potential learning activities (i.e.
Educause). Finally, we have taken the time to reflect on the significance of this session and reach conclusions or
decisions about how to modify our teaching or planning processes going forward. In the next session, you will
be introduced to the final assessment activity for this course. The three-minute student/learner-centred
activity!
Formative Assessment: N/A (or ask individuals if they have any questions).
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Slide 17
The content is authored by:
Siobhan Duvigneau,
AURA Programme Manager,
Institute of Development Studies,
[email protected]
This work is licensed under a Creative Commons AttributionNon-commercial ShareAlike 3.0
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