Learning Design and Capability

LD

The Learning Design and Capability team facilitate, explore, design, and develop blended learning opportunities, which includes the use of MyUni and related learning technologies.

We have expertise in designing effective, innovative, and active student learning experiences, specializing in the constructive alignment of content to outcomes, from full program re/design to course re/design to assessment and or specific sequences of learning. 

We deliver this through direct consultation, structured co-design workshops, presentations, and informal ad hoc conversations. We take a collaborative approach and act as connectors between academic staff in faculties and LEI services and initiatives. Together, we create consistent, quality, and relevant learning experiences for University of Adelaide students.

We can assist with:

  • Constructive alignment
  • Course design/redesign
  • Learning activity design
  • Assessment design
  • Course design evaluation
  • Building academic capability in Educational Technologies
  • Testing, piloting, and advising on new learning and teaching technologies

LEI’s Principles of Learning Design

These are the fundamental principles that guide the learning design practices in LEI, across teams and projects.  

  1. We create learning experiences that are powerful, meaningful, engaging and interactive when appropriate.
  2. We scaffold learning so that it is relevant to students and facilitates their learning journey.
  3. We collaborate with students and experts, drawing on their perspectives and expertise to produce high-quality cutting-edge learning experiences.
  4. We support current and evidence-based practices that position pedagogy as the driver of implementing learning technologies to enhance student outcomes.
  5. We work holistically and flexibly, continuously improving our learning design practices and learning technologies capability. 

Our major projects that demonstrate our processes and best design practices:

Learning Design and Capability Support

Looking for Learning Design or Learning Technologies assistance? Use our online booking system to connect with a Learning Designer or Educational Technologist.

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Featured stories from Learning Design

Cadmus Webinar Series - September & October

Cadmus is an online assessment for learning platform used at the University of Adelaide which facilitates the end-to-end assessment workflow for teachers and students. Cadmus can be used for written formative and summative tasks as well as assessments, timed exams, and exam alternatives.

Read more about Cadmus Webinar Series - September & October

Learning video design principles

As we continue our transition out of the Emergency Remote Teaching mode that has defined Higher Education over the past few years, we look for ways to maintain quality while creating sustainability for the long term. In the Learning, Enhancement and Innovation design and development team supporting PACE (Professional and Continuing Education), we work with subject matter experts on a daily basis, assisting them to produce high-quality videos that are sustainable over many iterations of micro-credentials and short courses.

Read more about Learning video design principles

Echo360 videos for assignment submissions

Integrating video assignments into learning can increase students’ engagement. It introduces a new type of assessment that enhances students’ creativity and digital capabilities. Videos also help turning assignments into reflective practice, improving the way students think when transforming the knowledge into audio-visual materials.

Read more about Echo360 videos for assignment submissions

25

Jun

Effective Communication and Enhanced Student Engagement

Teachers’ communication strategies in online and blended environments are a significant determinant of students’ performance and learning outcomes.

24

May

Mixed Cohort Learning

Technology is now very much a part of the teaching and learning landscape, but most would agree that it should not be the driving force in designing a sequence of learning. Pedagogy always comes first, and indeed, often we aspire to use technology in a way where it becomes invisible in enhancing the learning environment. But what about mixed cohort learning? Surely the technology is driving this a lot more than the pedagogy?

24

May

Connection between curriculum & assessment design and academic integrity

Quite often university courses are comprised of lectures and tutorials. To determine if course learning outcomes have been achieved, assessment may include quizzes, a mid-semester test and a final exam. The number of quizzes and tasks weighting may vary but what stays the same is the fact that all course assessments are summative - they count toward the final grade and are supposed to provide academics with an overview of a student’s overall learning/ achievements. In this blog we will explore why sometimes, despite our best intentions, such an assessment design can lead to a number of academic integrity issues.

28

Apr

Extending Canvas/H5P to support adaptive learning in large programming courses

Following a successful application for a Learning Enhancement and Innovation (LEI) Grant in 2020, Dr Cheryl Pope, School of Computer Science, shares the new Parsons Puzzles H5P learning activity built collaboratively with students as partners.

28

Apr

Supporting Peer and Group Learning with FeedbackFruits

Collaboration is a highly desirable graduate attribute, and peer and group learning are both effective means to achieve it.

25

Mar

Group Learning in a Remote Teaching and Learning Setting

Previously in the Learning Cog blog we’ve looked at benefits that students derive from working together in groups. An investigation into group work in MyUni and final grades in semester 1, 2019 found that students who were active group members achieved an average course mark that was over 3% higher than their peers who either weren’t group members or weren’t active within those groups. Furthermore, those extra few percent resulted in a higher grade in a third of cases.

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