| CODE | ACA5049 | |||||||||
| TITLE | Designing for Learning | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Arts, Open Communities and Adult Education | |||||||||
| DESCRIPTION | Various learning design approaches will be discussed considering pre and post-net theories of learning. Learning Design principles will be discussed and applied to design and develop different technology-mediated learning experiences. Using the backward design model, the learning activities approach will be applied to design face-to-face, blended and totally online learning scenarios. Open educational resources (OER) will be used to design, organise, manage and assess open and networked learning. Models and techniques to assess different dimensions and levels of open and networked learning will be discussed and applied to the different pedagogical contexts. Learning design models and principles will be used to evaluate existing courses to help inform design processes and aid development. Study-Unit Aims: This study-unit aims to: - Familiarise participants with learning design models and approaches. - Familiarise participants with learning design principles. - Apply design principles to develop different open and networked learning experiences. - Apply the learning activity approach to various pedagogical scenarios. - Familiarise participants with different categories of OER that can be used for designing, managing and assessing open and networked learning. - Develop competences in assessing open and networked learning. - Develop competences in evaluating the learning design process and open and networked learning. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Discuss different design models; - Discuss the design of learning experiences as a creative process that promotes interactions with subject matter, digital tools and learning communities; - Apply the design process to develop technology-enhanced learning experiences with specific learning outcomes; - Critically relate the design of open and networked learning with the learning outcomes framework; - Critically relate the design of open and networked learning with open education and OER; - Discuss how digital tools can be used for different types and modes of assessment; - Critically review and evaluate open and networked learning, open education and OER. 2. Skills: By the end of the study-unit the student will be able to: - Identify and discuss the stages in the process of designing learning experiences; - Critically apply the learning design process involving analysis, design, development, implementation and evaluation stages; - Critically apply the backward design process involving alignment of learning outcomes, assessment and learning strategy; - Discerningly use various digital tools and environments to design different modes of learning; - Discerningly use various digital tools and environments to carry out different types and modes of assessment; - Develop competences evaluating the learning design process. Main Text/s and any supplementary readings: Main Texts: - Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge, New York. - Vai, M & Sosulski, K. (2011). Essentials of Online Course Design: A Standard-Based Guide. Routledge New York. - Bonanno, Ph (2011). A Process-oriented Pedagogy for Ubiquitous Learning. In Kidd, T. & Chen, I, (Eds): Ubiquitous Learning: A Survey of Applications, Research, and Trends. Information Age Publishing. (Pg 17-35). - Bonanno, Ph (2015). Assessing Technology-Enhanced learning. In Koc, S., Xiongyi, L. & Wachira, P. (Eds.): Assessment in Online and Blended Learning Environments. Information Age Publishing. Charlotte, NC. (Pg 39-54). - Dick, W., Carey, L., & Carey, J.O. (2008). Systematic Design of Instruction, The (7th Edition). Allyn & Bacon. Supplementary Readings: - Beetham, H. & Sharpe, R. (2007). Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. Routledge; 1 edition. - Bonanno, P., Klichowski, M., & Lister, P. (2019). A Pedagogical Model for CyberParks. In C. Smaniotto Costa, I. Šuklje Erjavec, T. Kenna, M. de Lange, K. Ioannidis, G. Maksymiuk, & M. de Waal (Eds.), CyberParks – The Interface Between People, Places and Technology: New Approaches and Perspectives (pp. 294-307). Cham: Springer International Publishing. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: First Degree (MQF 6) at Second Upper Level or better (as per requirements of the postgraduate study programmes it relates to). | |||||||||
| STUDY-UNIT TYPE | Online Learning | |||||||||
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| LECTURER/S | Philip Bonanno Maria Cutajar (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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