Designing for learning – especially in digital learning environments – requires the explicit sharing of pedagogical patterns and collaboration between educators and students to produce meaningful outcomes. This page introduces you to what is meant by learning design and questions the role of the educator as a designer of the learning experience.

Can we design learning?

In contrast to traditional classroom settings where verbal and physical cues are readily available for real-time interaction, digital learning environments require explicit communication of pedagogical intentions and patterns. This ensures that learners can effectively engage in the process of meaning-making and forming connections.

Designing for learning – especially in digital learning environments – requires the explicit sharing of pedagogical patterns and collaboration between educators and students to produce meaningful outcomes. This approach also invites continuous iteration and future improvement in collaboration with others (FutureLearn. 2020).

Although learning itself cannot be designed, but it can be designed for. As educators we can create an environment that is welcoming, supportive, with correct information, activities, and experiences that support learning in an individual. The traditional view of educators as a ‘sage on the stage’ no longer holds in digital learning. In (digital) learning where sustainable change is intended to occur as a result, this requires the design or (to borrow Siemens’ term) curation of learning environments, sequences and tasks so that the (online) encounters enable learners to achieve intended outcomes. In blended learning this curation of activities needs to also consider designing activities to create a "bridge" between the online and the classroom activities. In blended learning, educators are no longer the sole source or providers of knowledge but rather, work as facilitators or curators of learning (FutureLearn. 2021).

Connectivism theory

The video on this page refers to Siemens' Connectivism theory. Connectivism is just one of many perspectives that can be useful in understanding digital learning networks. Connectivism explains how learning happens in these networks, where people and content connect, where interactions between nodes—representing individuals and content—drive the learning process. It can guide us in designing online learning environments and activities to support students in reaching their learning goals (Siemens, G. 2005).

Can learning be designed?

In this video (4.14 minutes) Chris Tuffnell asks: Is learning something that can be designed? His answer is that maybe learning itself cannot be designed, but it can be designed for. So we, as educators, can create an environment that is welcoming, supportive, with correct information, activities, and experiences that support learning in an individual. In the digital learning environment, access to vast information and hyper-connectivity challenges traditional learning theories like behaviourism, cognitivism, and constructivism.

Your choice

If you prefer to read the transcript for this video you can open it in preview mode or download the Word file below.

M1.2 What is learning design.docx

Tip: If you open the ReadSpeaker TextAid link in the "Module" view you will be able to Annotate the file as well as download an audio version of the file to listen to on-the-go (one page at the time)!

Reflect: Ask yourself

Is learning something that can be designed? ? Write you reflections in your reflection log.

References:

FutureLearn. (2020). Learn more about this course. Digital Learning Design: Designing Learning Experiences for a Digital World. https://www.futurelearn.com/info/courses/digital-learning/0/steps/48999
FutureLearn. (2021). Digital learning: How to keep up in the online environment [Online course]. Introduction to digital learning. https://www.futurelearn.com/info/courses/digital-learning/0/steps/49003
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf