Research
Research projects have included work on POISE, DiAL-e, SOLE Model, 3V model, the 8 Stage Learning Development Framework (8-SLDF), and educational taxonomies. Most of this work is open access.
Consultancy
Supportive interventions in the form of participation in academic boards, undertaking strategic reviews, providing face-to-face or online workshops for professional development, and learning design.
Development
Professional development has been at the core of my strategic engagements with institutions, and I am thrilled to be able to share some of these things in my writing, academic posters and stand-alone courses.
Why do we design for the learner’s context?
Designing for the learner’s context emphasizes incorporating real-world experiences into educational settings, enhancing the effectiveness of learning. Recognizing situational motivation is crucial for students to engage with their learning. The principle encourages adapting design based on course objectives, whether for foundational knowledge or active application. Explore more sub-principles on Substack.
Why do we design culturally responsive learning?
The third principle of Learning Design emphasizes the importance of culturally responsive education. It acknowledges the need for awareness of diverse cultural contexts and perspectives in course design, rather than attempting to cover all variations. Understanding differences in personal ontology and epistemology can enhance learning for a broad range of international students.
Why do we design to harness authoritative voices?
The second of the ten Principles for Learning Design emphasizes the importance of utilizing authoritative voices in higher education, moving away from singular authoritative figures. Today’s educational environment values diverse perspectives, evidence, and rational discourse, reflecting a shift from traditional methods to a more pluralistic approach in course design.
Why do we design for constructive alignment?
The first of 10 Learning Design Principles is that “We design for constructive alignment”. The notion of constructive alignment is nearly universally applied in tertiary-level programme and course design, though not always consciously.
10 Principles of Learning Design
Access the PDF here. Sandwiched between the overlying educational philosophy and the framework for learning design lie the design principles. These are likely to be very similar across all of our design contexts, particularly if you are designing within formal tertiary institutions and in the Occidental world. Having these principles, debated and discussed by design…
Relationship between learning models and patterns: 9S Model and DiAL-e Learning Patterns
A learning model serves to map the skeleton of a course, ensuring that it is constructively aligned, workload balanced and actively supports learning. A learning pattern is a student-engagement activity designed to meet a set of learning objectives. A quick reminder that learning outcomes are set at a course level and are always assessed. Learning…
