LIT Learning Design Models/Frameworks for Blended and Online

Learning 2019 - 2020

Learning Design Models/Frameworks

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Document Control Record

Quality Assurance Handbook Vol. 4:

Academic Regulations, Policies & Procedures

LIT Learning Design Models/Frameworks for Blended and Online Learning 2019-2020

Identification No:

Item 4.21

Version:

1.0

Document Owner:

Academic Council (Sub-Committee on Quality, Teaching and Learning)

Document Status:

Noted

Page 2 of 15 Language:

English

(Ireland)

Date of Noting by Academic Council:

7/12/2018

Date of Approval Governing Body:

Document Type:

Internal Regulations

Contact/Creator:

Vice-President of Academic Affairs and Registrar

Revision History

Revision No. Date Comments

1.0

7/12/2018 Noted by Academic Council

Learning Design Models/Frameworks

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Table of Contents

1.1 Overview ........................................................................................................................................... 4

1.2 ADDIE ........................................................................................................................................ 5

1.3 7Cs of Learning Design Toolkit .................................................................................................. 7

1.4 Blending With Purpose: The Multimodal Model........................................................................ 9

1.5 SAMR Model ............................................................................................................................ 11

1.6 The Pedagogy Wheel ................................................................................................................ 13

References ......................................................................................................................................... 15

Table of Figures

Figure 1 ADDIE Model .......................................................................................................................... 5

Figure 2 The 7Cs of Learning Design ..................................................................................................... 7

Figure 3 Blending with Purpose: The Multimodal Model ...................................................................... 9

Figure 4 Blended Learning Conceptualisation ...................................................................................... 10

Figure 5 The SAMR Model .................................................................................................................. 11

Figure 6 Example of the SAMR Model ................................................................................................ 12

Figure 7 The Pedagogy Wheel .............................................................................................................. 13

Learning Design Models/Frameworks

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1.1 Overview

Learning design refers to the process of structuring and creating pedagogically informed learning

activities which make effective use of appropriate tools and resources. It examines how best to structure

a class/module, and how digital technology and other resources can be used to support the learning

process to ensure the learning outcomes are achieved. Learning design is defined as “pedagogically

informed learning activities which make effective use of appropriate tools and resources” [1]. Applying

a design model/framework ensure judicious consideration has been applied to the structure and

sequence of the learning activities to enhance the learning process.

This overview provides a selection of learning design models/frameworks which can be used as part of

the curriculum design process for blended and online modules/programmes. A summary of the key

features for each framework is provided and this guide is intended to be used as a resource for faculty

when selecting a framework that is suitable for their module/programme. The detailed model and

frameworks can be accessed from the links provided within this resource document.

It is beneficial for faculty to be cognisant of the different learning design models/frameworks that exist.

The aim of this document is to provide a resource that can be added to and updated on a continuous

basis as new frameworks and models emerge from the sector and existing ones evolve. This document

does not suggest one model or framework but rather provides useful information on different

frameworks to allow faculty involved in the programme/module to select a model/framework that they

find most suitable for their particular learning requirements. There are many models and frameworks

for learning/curriculum design that can be implemented by faculty to support their module

design/redesign. The models overviewed here are some examples that show how the design of a blended

module can lead to engaging, interactive and learner centred modules. As part of the design process

faculty need to be cognisant that any legal and regulatory obligations including intellectual property,

copyright and data protection are fully adhered to (C.f. LIT Data Governance Policy and Section 4 of

the LIT Blended and Online Policy).

Part of the continuous and sustainable development of LIT’s flexible, blended and online offerings is

to adopt a consistent approach for the use of learning design models/frameworks in the design/redesign

of blended and online programmes/modules. This will help to ensure that any technology incorporated

into coursework will have a sound pedagogical basis and will be mapped to the learning outcomes of

the coursework.

This guide and the associated weblinks can be accessed through the virtual Centre of Excellence for

Teaching and Learning in the Staff portal at the following link:

Operational guide and associated resources/weblinks

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1.2 ADDIE

One of the most common models used for learning design and online learning is the ADDIE model.

This model looks at five stages including Analysis, Design, Development, Implementation and

Evaluation. Each stage of the model leads to an outcome that feeds into the next stage in the model.

Figure 1 ADDIE Model

Analysis:

During this stage the overall aim of the learning is identified. What is the resource/module/programme

that is being developed, what content must be covered, who are the students and what is the learning

environment they will be learning in (online, face to face, blended). Gathering these key requirements

is done in the analysis phase.

Design:

During this stage the learning outcomes are identified and how students will meet these learning

outcomes is specified. It looks at storyboarding out each part of the learning, specifying the type of

content and assessments that will be created and the tools that will be used to develop it.

Develop

The development of the resources and content can begin once all the analysis and design is complete.

The programme/module will be created based on the information from the earlier two stages and, this

will involve creating draft versions and reviewing them to ensure the learning outcomes are being meet

and the layout and structure is optimal.

Implementation

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During the implementation stage modifications and edits to the coursework will be carried out as part

of a review of the overall use. It is important that this stage involves the end users i.e. the students and

faculty members to help identify any gaps or issues with the layout, structure or content.

Evaluation

This is the final stage that looks at what, how, why and when of the overall programme/module and

confirms if learning outcomes have been meet. This evaluation will have both a formative and

summative evaluation phase and allows for any final edits and for planning for future phases or project

developments.

Links to Resources

For more information on implementing this module/framework the following links are useful resources:

https://www.instructionaldesign.org/models/addie/

https://www.learning-theories.com/addie-model.html

https://educationaltechnology.net/the-addie-model-instructional-design/

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1.3 7Cs of Learning Design Toolkit

This model provides a step by step process on how to design the resources and activities for online and

blended programmes. “It aims to enable the design of deep, engaging and enjoyable learning

experiences for learners” [2].

Figure 2 The 7Cs of Learning Design

The model provides a toolkit to map out the activities in the learning process, including plans/activities

for guidance and support, content and the learner experience, reflection and demonstration, and

communication and collaboration. The toolkit helps faculty to link learning outcomes to activities

through storyboarding and assessment templates.

Conceptualise: What is the vision for the learning intervention? Who is it being designed for? What is the essence of

the intervention? What pedagogical approaches are used? So for example cultural or aesthetic aspects

may be important, the intervention may have a practical focus or be about applying theory to practice,

it may be based on a professional community of peers or it might be important that the intervention

includes elements of serendipity.

Capture: What Open Educational Resources (OER’s) are being used and what other resources need to be

developed? Search for and identify the different kinds of OER’s available. Plan and identify the types

of resources that are to be created for the learners.

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Create: What is the nature of the learning intervention the learners will engage with? What kinds of learning

activities will the learners engage with? Storyboard out the module to ensure the learning outcomes are

aligned with the assessment events and topics.

Communicate: What types of communication will the learners be using? Look at the different options for blogs, wikis

e-tivities and create appropriate tasks for these options.

Collaboration: What types of collaboration will be learners be doing? Identify the tasks for group work and student

collaboration. What tools are required and when throughout the module will these tasks occur?

Consider: What forms of reflection and demonstration of learning are included? Are the learning outcomes

mapped to the activities and assessment elements of the learning intervention?

Consolidate: How effective is the design? Do the different elements of the design work together? Is there a need to

evaluate the design, resources used and the structure of the programme/module?

Links to Resources

http://e4innovation.com/?p=616

https://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit

https://docs.google.com/spreadsheets/d/1CaB-

A0lWH5YMwsAJ1_VI70ORBU6I5TVAs938G6M2SyE/edit#gid=0

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1.4 Blending With Purpose: The Multimodal Model

Anthony Picciano’s conceptual framework for blended learning “Blending With Purpose: The

Multimodal Model” offers an approach where faculty members can define the pedagogical objectives

and then match up the task with the most appropriate delivery mode. This model suggests that

“pedagogical objectives and activities should drive the approaches that faculty use in instruction. The

model suggests that blending these objectives, activities, and approaches within multiple modalities

might be most effective for and appeal to a wide range of students” [3].

Figure 3 Blending with Purpose: The Multimodal Model

“The framework recognises that because students represent different generations, different personality

types, and different learning styles, teachers should seek to use multiple approaches including face-to-

face methods and online technologies to meet the needs of a wide spectrum of students.” [4]

When designing a course structure or curriculum faculty need to consider their objectives and

understand how to use digital tools and technologies and apply suitable approaches that will work best

for their students.

There are six pedagogical objectives in the Multimodal Model;

1. content,

2. social/emotional contexts,

3. dialectic/questioning activities,

4. synthesis/evaluation tools,

5. collaboration/student-generated content,

6. reflection opportunities.

Digital tools that can be integrated with the virtual learning environment support faculty in meeting the

learning outcomes and it allow content to be delivered and presented to students in multiple ways.

The model looks at the definition of blended learning and the potentially wide range that blended

learning can have. This can vary from very little use of blended learning with minimal technology being

used to a module where technology is fully integrated into all aspects of the learning experience. Faculty

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must also consider the amount of interactions and time that will be spent online to deliver the class to

students. This will have an impact on the types of tools and applications that are required (e.g. online

tutorials would require webinar/screen casting application).

Figure 4 Blended Learning Conceptualisation

Identifying the objectives and the delivery format will help to select which tools should be used to assist

in delivering the coursework and create an innovative and engaging learning experience for students.

Links to Resources:

https://files.eric.ed.gov/fulltext/EJ837540.pdf

https://www.academia.edu/8278884/Teachers_Conceptions_and_Approaches_to_Blended_Learning_

A_Literature_Review

https://www.verywellmind.com/vark-learning-styles-2795156

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1.5 SAMR Model

The Substitution Augmentation Modification Redefinition (SAMR) model allows faculty to assess and

evaluate how they can integrate technology into teaching. The model identifies the way in which

students progress through coursework and the learning which is facilitated with technology enhanced

learning. There are four sub levels with each level sequentially building on the previous and “the goal

is to transform learning experiences so they result in higher levels of achievement for students” [5]. This

model identifies how the use of technology for learning can be aligned to achieving different learning

outcomes and learning accomplishments.

“As one moves along the continuum, computer technology becomes more important in the classroom

but at the same time becomes more invisibly woven into the demands of good teaching and learning.”

[6]

Figure 5 The SAMR Model

Substitution

With substitution digital technology is used as a substitute to perform the same task that was done

previously. There is no functional change in the learning process. For example, substitution occurs if a

student completes and submits an assgnment in the VLE that would otherwise normally have been

submitted in class.

Augmentation

With augmentation technology is used to perform the entire task. This provides a functional benefit and

can save time for both the student and faculty member. For example, students completing a quiz or

assignment online may get the result as soon as they have completed the quiz. Depending on the type

of questions the questions may all be automatically graded by the application saving the faculty member

time in correcting quizzes. This immediate feedback can be engaging for students and encourage for

participation in other activities.

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Modification

With modification the traditional format of the class structure is being altered. The activity involves

more creative development from the students as they are not just responding to answers they are creating

and producing something based on the content being delivered. Technology is used to allow peer ad

teacher feedback. An example of this is where students are asked to create an online presentation or

audio response to a question or essay.

Redefinition

This allows for new tasks that were previously inconceivable to be delivered through technology

enhanced learning. The focus of the task is more student centred with the students more engaged in

collaborative tasks with their peers to complete an assignment. An example of this would be students

working in groups to create an online video or their project.

Figure 6 Example of the SAMR Model

Links:

http://www.schrockguide.net/samr.html

https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

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1.6 The Pedagogy Wheel

The Pedagogy Wheel developed by Allan Carrington incorporates blooms taxonomy along with the

SAMR model and can be used as a “Learning model about integration of technology and learning”

and “it includes at its core the concept of Graduate attributes and capabilities and helps the teacher or

learning designer to think through how the technology enhanced activities are being designed.” [7].

The Pedagogy Wheel is designed as a model to assist faculty when designing coursework and helps

them “think – systematically, coherently, and with a view to long term, big-picture outcomes – about

how they use mobile apps in their teaching. The Padagogy Wheel is all about mindsets; it’s a way of

thinking about digital-age education that meshes together concerns about mobile app features, learning

transformation, motivation, cognitive development and long-term learning outcomes.” [8]

Figure 7 The Pedagogy Wheel

The wheel identifies how digital tools and applications can align to learning theories and how they can

be used to achieve specific learning outcomes. This model supports staff in planning and designing

coursework who want to incorporate digital tools into their course design and further develop the digital

literacy skills of students.

Graduate attributes are at the centre of the wheel and serve as a basis for the learning outcomes. The

learning outcomes are informed by blooms taxonomy of learning as associated with each of the levels

of the taxonomy (see the different coloured segments of the wheel). The technological applications that

enhance the ability to achieve learning outcomes are then identified. Finally the SAMR model may be

aligned to the relevant section of the wheel.

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1. Graduate Attributes and Capabilities

Graduate attributes are at the centre of the wheel and this is the starting point for course design. These

are concerned with the long-term, enduring aims of the educational activity. They look at the skills and

capabilities that the graduate will have when they complete their studies and the type of person they

will be and how they will contribute to society and the workforce.

2. Motivation

Motivation is a fundamental part of the learning process in order for students to achieve the learning

outcomes. A necessary part of the design process is to check that the activities do allow the students to

achieve the desired learning outcomes. The wheel introduces a contemporary model of motivation that

is central to the learning process.

3. Blooms Taxonomy

Bloom’s Taxonomy is used to develop the learning outcomes for the coursework. Depending on the

level of the course the learning outcomes will be different and should be matched up appropriately.

After the learning outcomes have been written and identified faculty should to look at the technology

and digital tools that are available to help students achieve these learning outcomes.

4. Technology Enhancement

The model lists and suggest digital tools and apps that can support the learning outcomes and activities.

The Pedagogy Wheel constantly needs updating with apps as they are released. Faculty should think

customization all the time – is there a better app or tool for the job of enhancing my defined pedagogy?

5. SAMR

Finally the SAMR framework can be used to that assists faculty to identify the degree to which

technology enhanced teaching and learning is going and what can be taught using digital technologies.

The SAMR Model is extremely useful when considering how you are going to use the technologies you

have chosen.

Link to resources:

https://designingoutcomes.com/the-padagogy-wheel-its-a-bloomin-better-way-to-teach/

https://designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Android_SCREEN.pdf

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References

1. Conole, G. & Fill, K., (2005). A learning design toolkit to create pedagogically effective

learning activities. Journal of Interactive Media in Education. 2005(1), p.Art. 9. DOI:

http://doi.org/10.5334/2005-8

2. Www2.le.ac.uk, 2018

3. Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated

model. Online Learning, 21(3), 166-190. doi: 10.24059/olj.v21i3.1225

4. https://www.academia.edu/8278884/Teachers_Conceptions_and_Approaches_to_Blended_Le

arning_A_Literature_Review

5. Schrock, (2018). SAMR. [online] Available at: http://www.schrockguide.net/samr.html

6. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model

7. Carrington A. (2015) The Padagogy Wheel … it's a Bloomin' Better Way to Teach - In Support

of Excellence. [online] Available at: https://designingoutcomes.com/the-padagogy-wheel-its-

a-bloomin-better-way-to-teach/

8. https://www.teachthought.com/technology/the-padagogy-wheel/