TEL Module 1
Designing Technology Enhanced Learning: A Learning Design Studio Approach
The learning design studio approach (Mor and Mogilevsky, 2013) provides a flexible, responsive and solution focussed process to problem identification and solving in the domain of Technology Enhanced Learning.
The module focuses on providing a structured and grounded approach to researching and designing Technology Enhanced Learning (TEL) interventions. This will be achieved through an active approach to TEL that follows a design-based methodology - the learning design studio. This will equip participants with the tools and critical knowledge to be able to successfully design, implement and evaluate technology-based solutions to learning and teaching challenges, taking into account local contexts and disciplinary perspectives. Participants will be encouraged to work collaboratively in the design process and build an online portfolio as they progress through the module.
Over the 15 weeks of the module (12 teaching weeks) you will work through the design process, identifying a challenge and then prototyping and evaluating solutions that incorporate design patterns and principles. This will be supported by an online workbench and resources as well as by input, feedback and discussion with peers and experts. You will also build an online portfolio of your work and research - providing a platform for online sharing and collaboration with peers and to developing your online profile in future.
The cyclical ‘Design Inquiry of Learning’ approach that forms the Learning Design Studio methodology. The cycle encompasses seven stages that move from imagining a desired change, investigating the current situation, drawing inspiration from theoretical frameworks and exemplars of practice, ideating and designing an innovation, prototyping it, evaluating its effects and reflecting on the process (Mor and Mogilevsky, 2013; Warburton and Mor, 2015).
Mor, Y., Mellar, H., Warburton, S. and Winters, N. and Mellar, H. Eds. (2014). Practical design patterns for teaching and learning with technology. Rotterdam, Netherlands: Sense
Mor, Y. & Mogilevsky, O. (2013). 'The Learning Design Studio: Collaborative Design Inquiry as Teachers' Professional Development', Research in Learning Technology, 21.
Warburton, S. & Mor, Y. (2015). Double Loop Design: Configuring Narratives, Patterns and Scenarios in the Design of Technology Enhanced Learning. In Y. Mor, M. Maina & B. Craft (ed.), The Art and Science of Learning Design. Sense publishers: Netherlands.
This is a postgraduate level course. Applicants should normally be a member of staff (e.g. tutors and lecturers) or academic-related staff at an educational institution. This is a postgrduate level course. Minimum English language level of IELTS 6.5 or equivalent.