This document discusses concepts and methodologies for instructional design in digital learning from a UK perspective. It summarizes frameworks and models, pedagogical theory, evaluation and quality assurance, instructional design, appropriate technologies, skills requirements, resources, and sustainability. The SCATE model is presented for structuring online learning activities around scope, content, activity, thinking, and extra elements. Learning design approaches aim to increase readability, comprehension, and retention through structured unit-based learning experiences.

1. Concepts and methodologies supporting
instructional design in digital world :
a UK perspective
Kyriaki Anagnostopoulou
Head of e-Learning, University of Bath

2. Frameworks
Leadership in &models
e-learning
development Toolkits
Pedagogic
Evaluation & theory
quality
assurance Instructional
Design
Scalability
Appropriate
technologies
Skills Sustainability
Resources requirements
& &
constraints development

3. SCATE …at a glance
Scope Content Activity Thinking Extra
Context Table of Table of Topic for Additional
Learning contents contents online content,
Outcomes Topic 1 Activity 1 discussion activities
Study time Topic 2 Activity 2 Review or reading
Equipment/ Topic… Activity… questions
software Learning
required journal
Reading Self-
materials assessment

4. Scope Content Activity Thinking Extra
Context Table of contents Table of contents Topic for online Additional
Learning Topic 1 Activity 1 discussion content, activities
Outcomes Topic 2 Activity 2 Review or reading
Study time Topic… Activity… questions
Equipment/ Learning journal
software Self-assessment
required
Reading
materials

5. Scope Content Activity Thinking Extra
Context Table of contents Table of contents Topic for online Additional
Topic 1 Activity 1 discussion content,
Learning Topic 2 Activity 2 Review activities or
Topic… Activity… questions reading
Outcomes Learning journal
Study time Self-assessment
Equipment/ software
required
Reading materials

6. SCATE – student interactions
Scope Content Activity Thinking Extra
Virtual learning environment
(VLE/LMS)

7. SCATE
• Unit based – small or large
• Clues as to content and structure of learning experience
• Increases readability, comprehension & retention
• Suggested navigation path
• Checklist
• QAA guidelines for Open and Distance Learning
• Learning process Vs product

8. Content – scalability and sustainability
All content is ‘Wrap-around’ Student activities
produced in house content for existing and interactions are
by academics or published resources structured in a way
commissioned is produced in which generate
authors house by content
academics/commiss (researching,
ioned authors evaluating and
sharing resources)

9. Exploring ‘Learning Design’

10. Based on Oliver, R. (1999). Exploring strategies for online
teaching and learning. Distance Education, 20(2), 240-254.

11. Developed by Dominique Verpoorten
University of Liege, Belgium

13. Benefits of Learning Design
• Need a working knowledge of a range of frameworks
and models
• Common vocabulary
• Focus on process of learning
• Can be tailored to students (cohorts and individuals)
• Can be scalable and sustainable.
K.Anagnostopoulou@bath.ac.uk