Designing for learning within an organisational context

Ale Armellini, Rhona Sharpe

Research output: Contribution to Book/ReportChapter

Abstract

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
PublisherRoutledge
Chapter8
Pages134-148
Number of pages15
Edition3rd
ISBN (Electronic)978-1-351-25280-5
ISBN (Print)978-1-351-25280-5, 978-0-815-36926-4
DOIs
Publication statusE-pub ahead of print - 21 Jun 2019

Keywords

  • Learning
  • Organisational context
  • Pedagogy
  • Digital Age

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  • Cite this

    Armellini, A., & Sharpe, R. (2019). Designing for learning within an organisational context. In H. Beetham, & R. Sharpe (Eds.), Rethinking Pedagogy for a Digital Age: Principles and Practices of Design (3rd ed., pp. 134-148). Routledge. https://doi.org/10.4324/9781351252805