External sources – ABC learning design

After the first introduction to the ABC Learning Design in the previous topic, this section continues with a more detailed study of the ABC model using materials and links.

The ABC learning design method is an efficient and simple approach based on course/programme design using cards (Young & Perović, 2016), grounded in the work of Laurillard (2012).

Application of the ABC Learning Design Model

ABC Learning Design was developed at University College London and is positioned as a fast and collaborative way to plan a course. It is based on a pedagogical approach that connects learning outcomes with learning and teaching activities, and is particularly useful in team-based planning and redesign of courses, including those in digital environments.

Core Concept

To recap, the ABC method starts from six types of learning according to the classification by D. Laurillard (2012):

1. Acquisition  – the student receives information (reading, listening, watching)

2. Inquiry – the student investigates sources and data

3. Discussion  – the student communicates and exchanges ideas

4. Collaboration  – the student co-creates knowledge

5. Production  – the student produces an output (essay, presentation, project)

6. Practice  – the student applies knowledge and receives feedback

Each learning type is associated with suitable learning activities and tools in physical or virtual environments.

Process of Applying the ABC Model

The ABC model is most often adopted through workshops. Such workshops in Croatia are organised by SRCE (ABC Learning Design Workshop).

ABC workshops typically last about 90 minutes and bring together teaching teams who collaboratively design the structure of a course. The process involves several steps:

1. Defining learning outcomes – the process begins with clearly formulated outcomes that guide the planning of activities

2. Selecting learning types – teachers determine which types of activities (e.g., discussion, inquiry) will best support each outcome

3. Using cards – each type of activity is represented by a card of a specific colour; teachers arrange them across weeks or thematic units of the course

4. Creating a time and digital plan – estimating student workload, sequence of activities, and tools that will be used (e.g., forums, quizzes, e-portfolios)

5. Reflection and adjustment – the team reviews the balance between different learning types and alignment with the outcomes

Advantages of the ABC Method

• fast and efficient – enables structured course planning in a short time

• visual and collaborative – the team jointly views and discusses the course structure

• connects learning design and learning analytics – supports later analysis of activity distribution and engagement levels

• applicable across contexts – from traditional teaching to e-learning and hybrid modes

The application of the ABC method encourages teaching teams to plan thoughtfully in alignment with learning outcomes and student needs. By combining different activity types, the method ensures a balanced, dynamic, and student-centred learning design that can be easily transferred to digital environments and connected with learning analytics.

We recommend that you further explore the materials available at the University Computing Centre SRCE: ABC Learning Design Workshop

and the following literature:

Laurillard, D. (2012). Teaching as a Design Science. Building pedagogical patterns for learning and technology. Routledge.

Young, C. & Perović, N. (2016). ABC Learning Design – UCL’s Method for Rapid Curriculum Design. University College London.

Video guide: Introduction to ABC Learning Design (UCL, 2021). This 8-minute video provides a concise overview of the ABC method.

UCL ABC Toolkit (ENG) – original workshop materials

Case Studies – implementations in various higher education institutions.