For Institutions
Supportive interventions in the form of strategic reviews, providing face-to-face or online workshops for professional development, and learning design. These are usually sustained interventions.
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.
Learning 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 to enable academic and learner analytics?
The post emphasizes the importance of using student data to enhance course design rather than merely reporting past outcomes. It highlights the roles of Educational Data Mining, Academic Analytics, and Learning Analytics in understanding learner needs. Key strategies include building responsive pathways, designing supportive touchpoints, and anticipating emerging technologies to optimize learning experiences.
Why do we design with a view to the evolving nature of work?
The 8th principle of learning design emphasizes the need for educators to adopt a proactive, future-oriented approach amid rapid technological changes. As skills quickly become outdated, the article advocates for developing Futures Literacy and focusing on transversal meta-skills. By leveraging real-time data, curriculum design can better prepare students for an evolving workforce.
Why do we design for learner autonomy?
Lifelong learning is enhanced by learner autonomy, which empowers individuals to shape their education. Educational design should shift focus to self-directed pathways, respect cultural contexts, and encourage personalized learning experiences. This approach emphasizes agency, cultural responsiveness, and authentic assessments, promoting a deeper understanding rather than mere memorization.
Why do we design applied learning?
Sixth of Ten Principles of Learning Design Applied learning implies action, activity, deployment and practice. It suggests its opposite as theoretical. It is, however, slightly more complicated than that simple distinction. There is nothing to suggest that theory, when taught well, cannot be action-based, involve students in creative activities and relate directly to deployment and…
Why do we design for digital futures?
The fifth of the Ten Principles of Learning Design emphasizes the importance of recognizing the shift from analogue to digital learning environments. It advocates for a learner-first approach, urging educators to anticipate digital trends across various disciplines, even in practical skills. This proactive design is essential for effective teaching and learning.
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.