The blue cards present verbs associated with the development of higher order cognitive skills guiding the implementation of collaborative activities that drive conversation, and reflection.
Published in Chapter:
Learning Design in Higher Education: Building Communities of Practice
Maria Toro-Troconis (The United Nations, UK), Katharine J. Reedy (The Open University, UK), Julie Voce (City, University of London, UK), Ellie Bates (University College London, UK), Lizzie Mills (University College London, UK), Cassandra Lewis (Queen Mary University of London, UK), Kay Hurst (Manchester Metropolitan University, UK), Steven R. Williams (Manchester Metropolitan University, UK), Christina Perouli (University of East London, UK), and Santanu Vasant (University of West London, UK)
Copyright: © 2022
|Pages: 30
DOI: 10.4018/978-1-7998-8661-7.ch010
Abstract
This chapter presents the findings from four case studies by higher education curriculum teams who used the CoDesignS Learning Design Framework for designing online or blended learning modules as part of the Learning Design Bootcamp and/or an institutional community of practice (CoP). The aim of the bootcamp was to inspire and empower learning technologists, learning designers, and academics from different disciplines to acquire a learning design mindset. The learning design journeys of each team are explored and analysed. The CoDesignS Framework enabled the teams to develop their designs and to systematically scale up learning design practices within their organisations. The sharing of good practice through the Learning Design Bootcamp and institutional CoPs was a key factor in the development of educator identity and confidence. Together, the framework and CoPs positively impacted culture and mindset, resulting in improved quality of learning and teaching and enhanced student experience and outcomes.