1. Opening Up Education
Learning Design:
Sharing Pedagogical Know How
Presented by: Poolee Cootee Sooben
ID No: 0919192

2. Definition of Learning Design
 It can be both online and face-to-face.It consists of a
number of combined activities to create a sequence
specifying:
 Why (the objectives)
 Who (those involved)
 What (they are doing)
 How (the task is conducted)
It also includes stop points to allow the control of
progress of students through activities.

3. When using a computer:
 Configuration of the activity tools giving
instructions to students, content resources
and Tool behaviour properties.
 System information to instantiate and run the
learning design.
 Activity tools needed – tools to run the forum
and present articles.

4. A generic learning design
 Sequences
Why? Learning objectives.
When? The different steps and in what sequence.
What? Breaking into groups-debate-report- compare-
submit.
Who? Number of groups and number of students.
How? Selection – presentation-online /face to face -
upload of essay.

5. Why Learning Design?
 To improve, innovate and transform.
 Stimulate innovation in in e-learning.
 Flexible for teachers and engage activities for
learners.
 Builds individual and collaborative learning
 Help engage and discuss new kinds of pedagogy.
 Provides forums for discussions and sharing
experiences
 Student centered and constructivist approach.
 Allows freedom to students.

6. Traditional v/s LAMS
Traditional
 Educators add a foum
live
 Outcome not a live
running class
 Authoring and sharing is
independent of course
`instance`
LAMS
 Create forum
independent of run
time implementation
 Allow reuse of
learning designs by
other educators

7. Lessons learned from LAMS
Community
 Sharing and sharing back.
 Real Designs – illustrates processes in
relation to actual teaching not an abstract
activity.
 Encourages rich educational discussions.

8. Which templates?
 provide advice to educators.
 are comprehensive.
 consider all aspects of the course
-students needs
-topic challenges
-teaching context
 relatively brief.
 easy editing.

9. Advantages
 Provides education with prestructured learning
design templates.
 Educators can consider issues that were not
thought of before.
 Interactive planning.
 Expert support staff.
 Different templates to suit different educational
contexts
 Can be shared, adapted and reused.

10. Conclusion
 Learning designs provide materials to run,
share, adopt and adapt learning designs in
the dissemination of teaching and learning
and to transform education

11. Thank
You