Learning design is about designing and creating the best conditions for learning to result. It’s the design of experiences and those experiences come in different shapes and sizes. 1/
It’s about designing for people - which means it’s complex. I love this quote from Dieter Rams that speaks to this - “You cannot understand good design if you do not understand people; design is made for people”. 2/
The learning design process can range in its breadth and depth and we often think of it way too narrowly - you write some learning outcomes, design an assessment, create content & activities and then boom, you're done... 3/
..but I think learning design can and should be much bigger including things like the design of environments, thinking about things like relationships between people and how they contribute towards create conditions for learning, and much more. 4/
Learning design is or should be continuous, because it’s not an exact science. It entails a lot of complexity and variables…it’s deep thought-work, and a continuous cycle of conducting research and interpreting research, dialogue, reflection, evaluation and iteration. 6/
The dialogue between subject matter experts and designers through the process of learning design is a huge benefit as it often aids the development of subject matter experts in thinking about the learning process and the design of experiences. 7/
Expertise in a subject area doesn’t automatically qualify you to be able to teach and design learning experiences, so we need learning designers to help translate expertise into learning experiences amongst other things. 8/
Going forward learning experiences are only going to become more complex and unless education providers fully acknowledge this and seek to change their culture, processes, recruitment etc - then educational experiences...9/
...will continue to be in some cases impoverished and suboptimal - high demand for education veils the lack of quality that often exists with people tolerating this or not having a frame of reference for something better...10/
...if learning continues to be heralded as being more and more important for the future, then education providers need to deeply consider whether they're actually, fundamentally setup for learning or just performance. END/ #learningdesign

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More from @neilmosley5

12 Feb
Interesting report...some comments if I may as someone who has and continues to work in this space within universities, education more generally and with private edtech...1/
One of the actors that fails to get any kind of scrutiny is universities themselves who have complete autonomy as to the decisions they make about edtech. The silence on this and the general narrative portrays them as passive, obsequious actors with no choice...2/
There’s also a kind of historical naivety that makes the pandemic year zero for this stuff and there’s not enough time spent exploring the ‘why’ from a historical context. This isn’t simply about scope but about the narrative presented...3/
Read 12 tweets
12 Feb
If you’re a university or education provider then one of the key aspects of digital transformation is thinking about the role of an educator/academic in this changed state. For universities an academic is expected to be a good educator, good researcher...1/
...keep up to date in their field and have numerous other responsibilities..oh and now be much more of a learning experience designer, a producer of videos and other media, a designer of a platform experience and it’s navigation, structure and other components of the UI...2/
Of course there’s some support for this but it’s not at a ratio that makes a huge difference and it’s light or non-existent in many areas. Can an academic wear all those hats? Should they? Will that result in the best experience for academics & students?...3/
Read 10 tweets
1 Dec 20
I've been running sessions for educators adjusting to online teaching and many are facing challenges with live, synchronous teaching...here's some small ways to enhance things...1/ #onlinelearning #onlineteaching
There are so many distractions when teaching via videoconferencing, including the video of yourself. We have a tendency to keep looking at ourselves, so hide this to remove an unnecessary distraction. 2/
Eye contact is an important aspect of communication, but we usually look everywhere but our webcam. Looking into the webcam is hard but good to master - adding post-it notes with key points adjacent to it can help. 3/
Read 7 tweets
23 Nov 20
Back in the first part of the year there was a lot of talk about UK universities partnering with Online Programme Managers (OPM’s) partly sparked by this article palatinate.org.uk/exclusive-univ… and the subsequent fallout. Much was lost in the noise...and misconceptions 1/
so far I’ve noticed 2 x UK universities partner with OPMs including a Russell Group (although I may have missed some). Really, I think these kinds of partnership are about a desire to reach a demographic of students who may not opt for the campus experience....2/
e.g. working professionals. In spite of everything there still seems great appetite for the on-campus experience. With university numbers set to grow - the question is whether the pandemic experience will fuel a greater desire for those who would’ve usually adopted to...3/
Read 9 tweets
2 Nov 20
There’s always been opportunities for UK universities to meet the demand for learning beyond the narrow demographic of school leavers that tends to characterise who university is for. 1/
The opportunities are still there, particularly given the need for upskilling and growing international demand for education. 2/
Through online learning and a range of offerings of different shapes (microcredentials et al) and sizes there’s potential for universities to seriously serve a much greater proportion of people who need education. 3/
Read 8 tweets
27 Sep 20
Video is often the go-to for online teaching sometimes pretty unthinkingly as it’s the most obvious transposition of traditional in-person teaching...but don’t overlook text! 1/
Video can be time-consuming in many ways even when you have the best intentions...and from a learning perspective it’s a sequential medium that moves at the pace of the educator not the learner. 2/
Sure, you can pause, rewind, adjust speed etc but it’s fundamentally different to text. 3/
Read 9 tweets

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