Learning design exeter2014

Hints and Tips
Gillian Palmer, FBILD

11/04/2014Gillian Palmer, FBILD; ElementE Ltd
Interiors Design Magazine via
Lynne Hand‟s blog 2012

 Syllabus?
 Dates?
 Budget?
 Team?
 Last course material?
 ?

Initial idea
Evaluate
Deliver
Test
Refine proposal
Develop
Rough idea
Identif y authority structure
Link to QA sy stems
Aims and learning objectiv es
Def ine learners
Content specif ication
Learning modes
Locations
Timescales
Costs
Stage 1
Learning objectiv es
Activ ity structure
Assessment structure
Content
Stage 2
Phy sical product
Brief ing documents
Pre-course material
Course
Assessments
Post-course
Interv iews
Forms
Meeting
CommunicateControls
Customer quality processes
Supplier quality processes
CONTRACT
Customer
Supplier
Finance
Designers
HR/Managers
Marketing
Designers
Content specialists
Media specialists
Deliv ery specialists
IS/IT
Finance
Pilot learner
group
Managers
Deliv erers
IS/IT
Designers
Administration
IS/IT
Deliv erers
Learners
Learners
Managers
Deliv erers
Finance
Marketing
HR
Operations
Sign off
Yes
No
Sign off
Sign off
Sign off
Yes
No

Learners
Managers
Technology
Content
Time
Rights

 0900
 Housekeeping
 Outline the objectives
 Start the subject
 People drift in
 Greet late arrivals and recap for them

 Set time clearly e.g. 0845 for 0850 start
 Disrupt the „here again‟ feeling
 Echo pre-gathered expectations
◦ coursework
◦ housekeeping

Plan for it – proportionately
• Expectations (pre-course)
• Sanctions (contract stage)
• Extension activities (they use the time)
• Fresh air!

 Used for:
◦ Office work
◦ Over-running course items
◦ Medication – and food
◦ Personal phone/media

“It‟s a 4 day course but only 12hours in the
classroom – a waste of time!”

 Wrong sort
 Not available
 It breaks
 Staff/learners cannot use it

+
+
1
2
3

Three main sorts:
1. Outcomes/objectives v. content
2. Content v. audience
3. Rights/permissions

1. 90% learning design framework pre-
contract
2. 10% management (more coffee!)

 Delivery timescale scarily short
 Contributors don‟t deliver

 Your own reputation for real deadlines
 Structured outsourcing
 Concise but sufficient briefings
◦ Avoid „catch-all‟ sets of online documents
 Tutor notes – looseleaf/multi-pdfs
 New hands to hubs, not highway
 Housekeeping sections early
◦ Assures people something is happening
◦ Fills time as other material appears
◦ Forces you to think through iconography
 Consistent file naming system
 Clear permissions immediately

 Accreditation
◦ Can take years, not days
 Assessment structure
◦ Activities will need redoing
 Permissions
◦ Drop material if necessary

 Beware for:
◦ multiple sites
◦ re-used materials
◦ overseas use
◦ flipped classrooms
◦ ePub3, etc
 If in doubt – ASK
- and get answer in writing

Flipped courses
ePub3

Use for:
 Heavy/lengthy use of online resources
 Reading
 Problem-solving in teams
 Case work analysis
 “Motivated” learners
 Accommodating lives and differences
 (Carefully) for re-engaging staff

Rethink when:
 Skills or resources are missing
 Staff cannot balance/support teams with
personality issues
 Assessment scheme is not in tune
 Course learning outcomes become
misaligned with programme learning
outcomes

 Resources available?
 Time available?
 Sanctions available/necessary?

 Icing nozzles or course design
◦ A place for each but not the same
 Back to
 ….etc

 http://www.archdaily.com/198583/dieter-
rams-10-principles-of-%E2%80%9Cgood-
design%E2%80%9D/
 http://www.smashingmagazine.com/2010/0
1/13/principles-of-great-design-
craftsmanship/

Learning design exeter2014

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