Research Questions
The questions that were addressed by this project were:
What learning designs can be readily adopted by particular disciplines as templates for best practice?
What pedagogical issues emerge from the implementation of learning designs in particular contexts?
How can identified barriers to academics’ adoption, adaptation and reuse of learning designs be overcome?
How can the adoption of effective learning designs be facilitated by the use of supports and scaffolds, such as, a learning activity planning tool?
Methodology
The project employed a design-based research methodology (Reeves, Herrington & Oliver, 2005) which involves a flexible, iterative process as follows:
Phase 1:
Analysed the learning design research literature determining needs and opportunities for application of learning designs in the participating universities, by researchers, educational developers and teaching staff.
Developed the Phase 1 design solution that identified the needs for learning design development with a planner and guides to using existing learning designs.
Implemented Phase 1 planning tool and guides in participating universities.
Evaluated outcomes for staff and students from the Phase 1 implementation.
Reviewed Phase 1 project outcomes. Research aims and further design and development for Phase 2 were developed.
Phase 2:
The theoretical framework was revised and more fully developed.
Outcomes were disseminated through workshops at other universities.
The planning tool and guides were refined for Phase 2 based on critical needs from Phase 1 evaluation.
Phase 2 was implemented in the participating universities and information was and online support was provided for the wider group of interested adopters (some international).
Outcomes were evaluated for staff and students from Phase 2 implementation.
Project outcomes were reviewed. Further dissemination workshops offered at a range of universities, conference papers, journal articles and promotion of software tools and guides.