Overview of learning design and instructional design models

Self-assessment Questions

1. What is the primary purpose of each model (ABC, OULDI, BDP, ADDIE, Gagné), and what type of teaching-design problem does it solve?

2. What does ABC excel at when used for rapid team-based design, and where do you see its limitations?

3. Where is ADDIE too linear, and where does it still bring structure and discipline that other models do not provide?

4. Compare ABC and BDP according to the criteria: online tool, collaboration, visualization, alignment with LOs, LO weighting, reporting/tradition. Which model performs better in each context, and why?

5. Compare OULDI and ABC: how would you combine OULDI’s representational approach and ABC’s rapid design method into a unified process?

Reflection Prompts

1. How do the six learning types (acquisition, inquiry, practice, production, discussion, collaboration) translate into concrete activities in your course?

2. Which visualizations and analytics in the BDP tool would be most useful for your decision-making and monitoring of course delivery?

3. Which reports/exports (PDF/Excel/Moodle) available in the BDP tool would be most useful to your team, and why?

4. Which analytics do you plan to monitor during course delivery (e.g., engagement, LO achievement, fairness of workload), and how will these insights influence the design of learning and teaching activities?

5. In which parts of the selected model will you allow or restrict the use of AI tools, and how will you document this transparently (e.g., a prompt log)?

General Questions for Each Selected Paper

1. What is the main research problem or question addressed in the paper?

2. What is the educational context of the research (e.g., higher education, online environment, blended courses, specific subjects)?

3. Which methods and data were used (e.g., quantitative, qualitative, learning analytics, cluster analysis)?

4. What are the key findings, and how do they contribute to understanding the relationship between learning design and student success?

5. How could the insights from the paper be applied to your own teaching practice or course design?