Instructions for participants of the Learning Design e-course

Topic 1. Concept of Learning Design

This topic explores the concept of learning design through course materials, discussion, and independent research. Formative assessment is conducted through a learning design quiz. This is followed by an analysis that enables participants to compare learning design and instructional design, as well as a discussion based on examples from practice.

Mandatory activities (required for the badge): At the end of this topic, participants complete an engaging task in which they compare one learning design model and one instructional design model. They prepare a report presenting their analysis and provide peer feedback on the reports of their colleagues (other course participants).

Message: Collaborative learning is both rewarding and enjoyable!

Topic 2. Methodology of Learning Design

This topic covers fundamental analyses of programme needs, student characteristics, and educational context, which are prerequisites for a well-designed course. Based on this, participants create learning outcomes and determine their weighting within the course. Here, the principle of constructive alignment is especially important, as it highlights the necessary interconnectedness between learning outcomes, the activities through which they are achieved, and the assessment used to verify their attainment.

Mandatory activities (required for the badge): In this topic, participants complete a practical task by analysing their own teaching context (study programme, student characteristics, and learning environment) and exchanging experiences and analyses. Afterwards, each participant prepares an individual report on the learning outcomes and workload of the course they teach (or a selected course if they are not currently in a teaching role). Finally, participants engage in peer assessment of learning outcomes formulated by another participant.

Message: Identifying and solving problems in your own work environment motivates learning!

Topic 3. Learning Design Models

This topic presents various learning design models (ABC, OULDI, BDP) and instructional design models (ADDIE, Gagné’s Nine Events of Instruction). The application of learning design models is further connected with the different educational contexts analysed in the previous topic. Participants explore the BDP and ABC models in greater depth, with an emphasis on analysing digital tools that support learning design.

Mandatory activities (required for the badge): Participants form teams to analyse a given educational context and identify the most suitable learning design and instructional design models. Each participant then creates their own course structure using the BDP tool (or an alternative tool supporting the ABC model), describes it, and defines learning outcomes with their respective weightings (developed in the previous topic). Teams subsequently prepare a reflective report on the model analysis and evaluate the reports of their peers.

Message: Teamwork enables the exchange of diverse perspectives and ideas!

Topic 4. Student-Centered Design of Teaching, Learning Activities, and Assessment

In this topic, participants continue working on student-centered learning design aimed at achieving learning outcomes within the expected student workload. They further develop course topics and map them to learning outcomes. The design process takes place in the BDP tool.

Mandatory activities (required for the badge): Participants develop a course learning design in teams of three teachers working on similar courses. They first create a macro-level course plan (topics) and self-evaluate the design against predefined criteria. They then design units and learning/teaching activities in line with innovative pedagogical principles. Assessment is designed in alignment with learning outcomes, using learning design analytics and innovative pedagogical approaches.

Message: Project-based team learning is the closest simulation of applying new knowledge in real-world conditions!

Topic 5. Implementing the Course Learning Design in the LMS

This topic focuses on transferring the learning design into the student-facing environment (LMS Moodle). If the BDP tool is used, this transfer is automated. However, it is still necessary to verify that appropriate resources and functionalities have been selected.

Mandatory activities (required for the badge): Participants receive the necessary materials and independently explore available Moodle resources to further deepen their understanding of course orchestration. They then apply this knowledge by organising activities and resources in Moodle according to course needs and the previously analysed educational context. Finally, participants peer-assess the LMS implementation (Moodle/Loomen) using a predefined rubric.

Message: Solving problems in a real context is the true test of whether learning outcomes have been achieved!

Topic 6. Evaluating the Implementation of Learning Design Using Learning Analytics

The final topic focuses on evaluation. This includes collecting and analysing data using learning analytics and comparing the actual implementation (orchestration) with the intended course goals and learning outcomes. Recommendations for future improvements are formulated based on the evaluation results.

Mandatory activities (required for the badge): Following an introduction to evaluation methods, participants continue teamwork by creating a plan to investigate the quality of the learning design. Teams present their findings and research plans related to learning design quality and its implementation to the entire group using digital presentation tools. This activity enables teams to exchange feedback and suggestions for improvement.

Message: Reflecting on one’s own work is essential for deep learning!