Title: Instructions for participants of the Learning Design e-course
Course: Learning Design > Section: Welcome!

General information about the e-course

Title of the e-course: Learning Design
ECTS credits: 3
Number of participants: maximum 30
Mode of delivery: online
Target group: higher education teachers

E-course description

The e-course is designed for the professional development of higher education teachers and aims to support a comprehensive understanding, design, and implementation of learning design.

Learning design describes the sequence of learning and teaching activities and tasks, the necessary resources and student support, as well as student workload, assessment methods, and feedback provision. In the process of course design, we use learning analytics, especially design analytics.

The teacher, learning designer, or instructional designer shapes and plans the learning and teaching process so that students achieve the intended learning outcomes. During the e-course, various learning design models will be presented, such as the ABC model, with a particular emphasis on the Balanced Design Planning (BDP) model. A free BDP tool is available in Croatian and English, enabling collaborative learning design development and real-time analytics. Learning design will serve as the foundation for course implementation in the Learning Management System (LMS) Moodle.

The e-course covers the following topics: the conceptual definition and concepts of learning design and instructional design; methodology and models of learning design; planning teaching, learning and teaching activities, and assessment; analysis of digital tools for supporting learning and teaching, taking into account the influence of learning design on tool selection; learning design models in a digital environment suitable for achieving learning outcomes and objectives; creation of teaching materials for the target group using a selected design model in a chosen digital tool; evaluation of the selected learning design model; implementation of learning design for the target group; and analysis of evaluation results after implementing the model with the target group.

Approaches to teaching and learning

From a methodological and pedagogical perspective, the e-course is guided by a research-based and problem-based approach, as well as collaborative learning with mentor support throughout the duration of the course.

Elements of the flipped classroom are introduced because most units begin with a short video or material as an introduction that participants complete independently.

During the implementation of problem-based learning, participants will solve a problem task using the learning design methods and models they will explore and compare. In designing instruction, participants will develop learning, teaching, and assessment activities and use at least one innovative learning and teaching method to achieve the planned educational outcomes. Participants will work individually and in teams in order to benefit from collaborative learning and project-oriented instruction.

Learning outcomes

The design of the e-course is based on learning outcomes, which form the foundation of any student-centred learning design, i.e., the one focused on the learner.

Upon successful completion of this e-course, participants will be able to:

- explain the concepts of learning design and instructional design
- apply an appropriate learning design and instructional design model in learning planning
- analyse a learning design model within a digital environment
- create a learning design aligned with specific learning outcomes and a defined target group
- align learning, teaching, and assessment activities with learning outcomes
- develop instructional content adapted to learner needs and context
- evaluate digital technologies appropriate for the planned form of learning

The learning outcome with the greatest weight and central role is: create a learning design aligned with specific learning outcomes and a defined target group.

E-course topics and structure

The e-course is structured into six topics (Figure 1), each divided into units that contain learning and teaching activities (Figure 2). For each unit, the contributing learning outcomes, the types of learning activities employed, and the estimated learner time required to achieve the outcomes and complete the topics are specified (Figure 2). The coverage of learning outcomes by topic and the distribution of formative and summative assessment across topics are shown in Figure 3. All figures are exported from the learning design tool.

Figure 1. Topics in the Learning Design e-course

Figure 2. Learning outcomes, topics, learning activity types, and estimated learner time (Export from BDP tool)

Figure 3. Coverage of learning outcomes by topics and distribution of assessment across topics

The learning design of this course is available at the following link.

Description of topics and requirements for the badge

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!

Technical information and minimum requirements for attending the e-course

Technical information about the system in which the e-course is delivered

This e-course is delivered on the Loomen platform, which is based on the open-source Moodle system. Therefore, users who are familiar with Moodle will easily adapt to Loomen.

The course homepage is organised in accordance with the structure of the e-course and includes links leading to activities and resources aligned with the course design.

The e-course can be accessed from any internet-connected computer, smartphone, or tablet. It opens properly in all major web browsers (Firefox, Opera, Chrome, Edge…). The course is also available in the mobile application; however, the app may not always function optimally.

Faster navigation through the course is enabled via the menu on the left-hand side, while the right-hand side displays upcoming activities, important announcements, and participants' progress throughout the course.

The Loomen system is highly intuitive. In the event of any difficulties with the platform, please contact the instructor.

Minimum technical requirements for attending the e-course

Types of content in the e-course:

- Educational multimedia materials (predominantly text-based), such as lessons and pages, are available directly within Loomen and open in a web browser. All materials can also be downloaded in PDF format, so users should have a PDF reader installed. If using Firefox or Chrome, a separate PDF reader is not necessary, as PDFs can be viewed directly in the browser.
- Scientific articles published in journals or conference proceedings are available to higher-education teachers and researchers through databases or journals that require AAI identity-based access.
- Video lessons are hosted on CARNET’s multimedia portal Meduza and embedded within Loomen pages, allowing access without leaving the platform. A minimum internet speed of 2 Mbit/s is required for viewing video content. Headphones or speakers are also necessary.
- Practical assignments are carried out primarily using the BDP learning design tool, which is free, online, and collaborative. The tool does not require any special technical prerequisites (an alternative option is MS Excel).
- Assessment activities are supported by the relevant Loomen functionalities and do not require additional technical requirements. Quizzes open entirely within the browser, and no external tools are needed.
- Synchronous activities are conducted via the BigBlueButton platform, which is integrated into Loomen. Technical requirements for participation in synchronous sessions include a microphone, headphones, and an internet connection (preferably 5 Mbit/s or higher).

Activities and obligations of participants

For successful completion of the course and earning the digital badge, participants are required to:

- study the video materials and textual materials
- participate in forum discussions
- complete the assigned quizzes
- conduct independent research based on the suggested literature
- participate in team project work
- create an example of learning design in the BDP tool
- evaluate the implementation using basic learning analytics
- engage in peer assessment and self-assessment as part of collaborative learning

The table below provides an overview of total points for formative and summative assessment, as well as an overview of the required participant activities (Table 1). In general, each topic contains one more demanding summative assessment (Figure 4).

Table 1. Overview of formative and summative assessment and required participant activities

Topic | Formative assessment (FA) | Summative assessment (SA) | Required activities
1. Concept of Learning Design
2
8
video – LD

quiz – FA

report on model analysis

peer assessment of learning design model reports
2. Learning Design Methodology
5
12
video – LD methodology

quiz – FA

discussion on perceptions of learning design

discussion on needs – FA

learning outcomes report – SA
3. Learning Design Models
1
12
video – overview of models

video – analysis of the educational context

group work – FA

course creation in BDP

report on analysis of LD and instructional design models

peer assessment – SA
4. Student-centred Design of Teaching, Learning Activities, and Assessment
5
20
team formation

self-assessment of course design – FA

designing learning and teaching activities

self-assessment – FA

designing assessment

designing assessment activities

video – learning analytics

setting research questions

evaluation and refinement of LD – SA
5. Implementing Learning Design in the LMS
6
12
video – LD in Moodle

transferring LD into Moodle – FA

discussion – FA

editing activities and content

peer assessment of implementation – SA
6. Evaluation of Learning Design Implementation Using Learning Analytics
1
16
evaluation – case studies

presentation of team reports – SA

video – evaluation

discussion – FA
Total | 20 | 80 |

Figure 4. Overview of summative assessment

The description of participant activities is provided in the chapter 6. Description of topics and badge requirements. Details on tasks, required activities, and performance thresholds can be found in the online course (Moodle) and in the learning design (BDP).

Support and contacts

For all content-related questions and questions related to participation in the e-course, please contact your instructor via the course forum, Interactive discussion with instructors and participants, or reach out using the contact information provided by the instructor.

For technical questions, please contact us at the email address x@carnet.hr or by phone at 01 xxxxxxx.

Rules of conduct

To ensure high-quality collaboration, we have defined a set of behavioural guidelines for participation in this e-course.

Respect other participants and instructors who are part of the e-course with you. Communicate in a way that acknowledges others and constructively contributes to a pleasant working and learning environment.

Be professional and express yourself clearly. Strive to write grammatically correctly and use a professional style. Avoid writing entire words in capital letters (as this can be interpreted as shouting). Inappropriate or offensive messages are not acceptable.

Stay on topic and be concise. Your comments, replies, and messages should be relevant to the topic and structured so that they are understandable to other participants and instructors.

Respect deadlines and complete your obligations on time. Your activity contributes to the quality of collective learning in the e-course. Regularly check announcements, respond to tasks within deadlines, and participate in discussions. Pay special attention to group and team work, as every member is expected to contribute to achieving results.

Protect the privacy and confidentiality of information. Do not share personal data of other participants without their explicit consent, and be cautious when sharing your own information in public areas of the e-course. Do not share analyses that are not anonymised or for which you do not have informed consent.

Do not post promotional or inappropriate content. The e-course is not a place for advertising, chain messages, or political statements. The focus should remain on the course content and mutual learning.

Express disagreement constructively and with arguments. Direct criticism toward the content or idea, not the person. If you disagree, explain your opinion while respecting different viewpoints. Support your opinions with references and sound professional arguments.

Communicate through appropriate channels. For technical or organisational questions, use the designated forums or contact the course mentors through official channels. Informal communication is welcome in the appropriate spaces and groups, while respecting basic rules of courtesy. When working in groups or teams, agree in advance on communication rules and methods.

Prepare for participation in virtual meetings. The e-course includes synchronous sessions where it is recommended to use your camera (when possible), stay in a quiet environment, and speak only when you have a comment or question. Respect other people's time, avoid interruptions, and prepare and test your presentations in advance.

Act in accordance with ethical and legal standards. Respect copyright, institutional regulations, and applicable laws. Do not share course materials outside of designated channels. Respect intellectual property. Unauthorised use of materials, plagiarism, or sharing confidential information is not permitted.

This e-course is provided under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International license. When using the material, please acknowledge authorship as follows:

Divjak B. (2025) Learning Design. 1st edition of the CARNET e-course. Retrieved from $@COURSEVIEWBYID*3811@$

Why these rules? The goal is to ensure a high-quality, inclusive, and professional learning environment in which everyone feels comfortable.

What if the rules are broken? If rules are not followed, course leaders may issue a warning and, in serious cases, take further action in accordance with institutional regulations.

Who is responsible? All participants of the e-course share responsibility for maintaining a positive and professional atmosphere.

References

Each topic contains learning material in Croatian as well as a list of recommended readings. Below is an overview of the key references used in the course.

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill.
Conole, G. (2013). Designing for Learning in an Open World. Springer.
Divjak, B., et al. (2022). Balanced Learning Design Planning: Concept and Tool. JIOS, 46(2), 361–375.

Divjak, B., Svetec, B., Rienties, B., Astles, P., Matthews, C., Tillmann, A., Eichhorn, M., Schmitt, J., Prioritizing Learning Outcomes in Different Learning Design Contexts // 35th International Scientific Conference CECIIS 2024. pp. 333–340. Divjak et al., CECIIS, 2024

Divjak, B., Svetec, B., Vondra, P., Bađari, J., Grabar, D. (2025). Learning Design with an AI Assistant. In: Cristea, A. I., Walker, E., Lu, Y., Santos, O. C., Isotani, S. (eds) Artificial Intelligence in Education. AIED 2025. Lecture Notes in Computer Science, vol. 15877. Springer, Cham.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.

Rienties, B., Balaban, I., Divjak, B., Grabar, D., Svetec, B., Vondra, P. (2023). Applying and Translating Learning Design and Analytics Approaches Across Borders . In: Viberg, O., Grönlund, Å. (eds) Practicable Learning Analytics. Advances in Analytics for Learning and Teaching. Springer, Cham.

Wanzer, D. L. (2021). What is evaluation?: Perspectives of how evaluation differs (or not) from research. American Journal of Evaluation, 42(1), 28–46.