Designing for learning within an organisational context

Ale Armellini, Rhona Sharpe

    Research output: Contribution to Book/ReportChapterpeer-review


    Understanding the reality of how course design occurs is crucial to applying the principles that underpin designing for learning in technology-enabled contexts. Although a myriad of educational rationales and design tools are available, the process of designing for learning within a course setting is a complex process. While the primary aim of designing for learning is to create pedagogically effective courses, now teachers and learning designers are frequently being asked to do something much more ambitious – to design courses that contribute to a radical transformation of the curriculum across an institution. Can design for learning meet this ambitious aim? This chapter reviews how attempts to transform the curriculum have progressed and what we have discovered about how to support practitioners through such design processes. It makes recommendations for how the field of learning design could respond to institutional imperatives for radically redesigned, technology-rich curricula.
    Original languageEnglish
    Title of host publication Rethinking Pedagogy for a Digital Age
    Subtitle of host publicationPrinciples and Practices of Design
    EditorsHelen Beetham, Rhona Sharpe
    Place of PublicationNew York and Abingdon
    Number of pages15
    ISBN (Electronic)978-1-351-25280-5
    ISBN (Print)978-1-351-25280-5, 978-0-815-36926-4
    Publication statusE-pub ahead of print - 21 Jun 2019


    • Learning
    • Organisational context
    • Pedagogy
    • Digital Age


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