The Student Inclusion Model
Course design teams often rely too heavily on academic entry requirements, inadvertently building curricula for an idealised student cohort that […]
Research Projects
Most universities are still designing courses the way they always have …
Many universities continue to design courses focused on lecturers rather than learners. The latest Substack discusses shifting to a collaborative and transparent model, addressing topics like academic autonomy, neuro-inclusive design, the importance of institutional memory, and the challenges posed by the AI divide. This ongoing series supports an 8-Stage Learning Design Framework.
Introduction to the 8-Stage Learning Development Framework
Many academics, while being subject-matter experts, lack training in course design, leading to ineffective curricula that reflect their own experiences rather than student needs. The 8-Stage Learning Design Framework (8-SLDF) addresses this issue, emphasizing Constructive Alignment and five development areas while encouraging honest engagement with AI in the design process.
A1 Portrait Version of Taxonomies Poster Now Available
Delighted to share the 2026 Comprehensive Taxonomies of Educational Objectives A1 poster now in portrait! This size is required to
Circular Visualisations of Taxonomies for Learning Designers.
This week’s Substack resource for paid subscribers includes six PNG’s that reflect the work I’ve been doing for over a
Free Online CPD Course on Learning Outcomes (until 14th January 2023)
Have you got some time for professional development over the holiday period? Or do you have colleagues or design teams
8-SLDF, Academic Practice, Academic Professional Development, Higher Education, Learning Design, Teaching Practice, Tertiary Education
Designing Effective Teaching Materials (6’06”)
This six-minute screencast (6’06”) is a top-level set of guidelines for developing effective teaching materials. For some, it may feel
8-SLDF, Academic Practice, Academic Professional Development, Higher Education, Learning Design, Tertiary Education
Strategic Directions in Higher, Vocational and Professional Education: Exploring Contexts
Strategic Directions in Higher, Vocational and Professional Education: Exploring Contexts
-, Academic Practice, Academic Professional Development, Learning Design, Taxonomy
Using Dave’s Psychomotor Domain Taxonomy across all tertiary level programmes
Colleague interested in designing modules and programmes that enable a full range of skills development across domains (cognitive, affective, psychomotor,
Academic Practice, Academic Professional Development, Learning Design, Taxonomy
Importance of using all five domains of learning in course design
Course: Designing Effective Intended Learning Outcomes (August 2022) I persist in being a fervent advocate for the use of a
-, 8-SLDF, Academic Practice, Learning Design
In-course and Post Course Evaluation Strategies (8/8-SLDF)
Workshop aligned to UKPSF A5, K5, K6, V3 It may seem strange to design our evaluation structures before we have
8-SLDF, Academic Practice, Academic Professional Development, Constructive Alignment, Feedback, Learning Design
Exploring Opportunities for Feedback Throughout (7/8-SLDF)
Workshop aligned to UKPSF A1-A4, K3-K4, V1, V4 This post is a summary of the page for Stage 7 of
Academic Practice, Academic Professional Development, Constructive Alignment, Higher Education, Learning Design, Taxonomy
The Role of the Psychomotor Domain in Higher Education
See Courses “Why do I need to worry about manual skills? I teach history/French/maths…”. My answer is simple. What tools are
8-SLDF, Academic Practice, Academic Professional Development, Learning Design, Staff Development, Teaching Practice
Learning & Teaching Activities (6/8-SLDF)
Designing Engaging Learning Opportunities Workshop aligned to UKPSF A1-A2, K1-K4, V1 The third element in a constructively aligned course design
8-SLDF, Academic Practice, Academic Professional Development, Learning Design
Developing Effective Learning Outcomes 4/8-SLDF
Courses available here Workshop available aligned to UKPSF A1, A4, A5, K2, K3, K6, V1-V4 This post is a shortened
8-SLDF, Academic Practice, Academic Professional Development, Higher Education, Learning Design
Media Choices Informing Design: 3/8-SLDF
There are five key considerations we should take into account as we either work with media in our learning
Academic Practice, Academic Professional Development, Higher Education, Learning Design, POISE, Teaching Practice
From Walled Garden to Open Jungle (33′ 30″)
This 33-minute presentation is from a session delivered to an internal audience of colleagues on my final day at BPP University
8-SLDF, Academic Practice, Conferences, Workshops, Meetings, Learning Design
Learning Design for Professional or Discipline Contexts 2/8-SLDF
Workshop aligned to UKPSF A5, K1-K3, V4 Tertiary providers are increasingly expected to deliver ‘work-ready’ graduates. This is a challenge