Video lesson: Analysis of the Educational Context

Welcome! In this lesson, we discuss the importance of analysing the educational context for high-quality learning design. Learning design needs to be aligned with the higher education institution’s strategy, which defines values such as innovation in teaching, the use of digital tools, international mobility, quality assurance, or inclusion policies for different groups of students. Alignment of the course design with strategic priorities enables synergy between individual courses and the broader goals of the institution. For example, if the institution emphasises problem-based learning or work-based learning, the course should include problem-solving tasks, projects with employers, and collaborative activities. The course should contribute to achieving the learning outcomes of the study programme. This is why we analyse the level and aims of the study programme, as well as the competencies the student needs to acquire. Within a programme, each course must contribute to achieving the programme learning outcomes. When planning, the teacher needs to clearly link the course outcomes to the corresponding level of programme outcomes, and align the assessment methods accordingly. Knowing the target group of students for whom the course is intended allows us to make the design relevant and serve as a good foundation for implementation. It is necessary to collect information about prior student competencies, their learning experience, and to assess their motivation, as well as any special requirements. It is also useful to consider generational differences, digital literacy levels, students’ professional goals, and their expectations. If students come from diverse educational systems or have uneven prior knowledge, the learning design should include differentiated tasks and flexible teaching methods to enable all students to achieve the planned learning outcomes. The availability of digital technology is another decisive factor. In the context of blended, hybrid, and online learning, we cannot assume that all students have equal access to technology. The teacher must know which platforms, tools, and devices are available to students and teachers, and which tools are supported by the institution (for example, licensed tools, internet access, digital knowledge bases). For instance, if the institution uses the Moodle LMS, the design should be aligned with its capabilities. Teachers need access to training on pedagogical and technological aspects of design, and they need technical support. It is also important that students have access to services such as academic advising, psychological support, and technical assistance when working with platforms. Learning design is not only shaping content — it is also a response to real conditions, real people, and real needs. Context analysis is the first step toward improving quality. Before creating a learning design, we need to check and describe the following elements: strategy of the higher education institution goals and learning outcomes of the study programme target group of students for whom the course is intended available digital technologies, classroom equipment, and the LMS institutional support for students and teachers. Pause and reflect: how well do you know the context in which you are planning your course? Write down what you need to check and how.