Learning Design at AUT

altLAB is developing a Learning Design process that supports curriculum development at AUT. Our process can be applied to new or existing provision and we will work alongside you to design learning experiences that will give students the best opportunity to achieve the outcomes for your paper or programme.

SCOPE

1

Actions
Scoping the work needed to (re)design your paper. This could include identifying areas for review and revision and how the paper aligns with University strategies.

Outcomes 
Scope of the development defined and ready to create high level overview of the paper.

Areas for which you might need altLAB support and guidance are identified.

An action plan with associated timescales and responsibilities.

PLAN

2

Actions
Mapping out a high-level overview of your paper. You will consider what is essential for the students to learn, the topics to be covered and the pattern of assessment and feedback.

Outcomes

A set of learning outcomes (revised or new).

Essential topics/themes identified.

Broad principles for assessment (re)design.

DESIGN

3

Actions
Designing assessment and feedback strategies and learning and teaching activities. You will also identify how technologies can be integrated into the design of the paper.

Outcomes 
Assessment and feedback strategies.

A pattern of learning activities.

An implementation plan (including the identification of resources needed).


PRODUCE

4

Actions
Producing the resources, assessments and activities, by week or by topic for both the face to face and online environments. Writing the assessment and feedback guidance for students. You can also identify points at which students can provide feedback on the paper.

Outcomes 
Detailed weekly/topic plans.

Assessment guides and rubrics.

Relevant resources required to support your teaching created.

Colleagues invited to review your paper and provide feedback.

DELIVER & EVALUATE

5

Actions
Teaching the paper. You will have collected both formative and end of paper evaluation to help inform future developments.

Outcomes 
Paper delivery

Data collected (to inform the team’s understanding of what worked, what was successful, and what needs revising before the next iteration).

View and/or download the Learning Design at AUT process diagram below.

What do we do, how can we help?

The Learning Design process will ensure there is alignment between the programmes and papers to provide a coherent student learning experience.

We can help you to define the outcomes for learners, think creatively about assessment and feedback, design learning activities and use technologies to create blended learning experiences.

We encourage teams to think differently, shift their perspectives.

We do this by helping you to identify what’s working, challenge you to reflect on your current practices and suggest new approaches.

Through a [research-informed] Learning Design process, you will make well-founded and deliberate choices about what, when, where and how to teach.

What are the benefits of Learning Design?

Participating in a learning design process can add value in a number of ways:

There is growing research evidence that good Learning Design can create the conditions for improved student learning experiences.

Investing time in design can lead to increased efficiencies for staff (through consistent design patterns across papers, reduced assessment, more effective feedback strategies).

Investing time in design will mean that, when the curriculum is delivered, both lecturers and students are clear about the relationships between learning tasks, social interactions and the physical and digital environments.

Our Learning Design process builds the confidence, skills and knowledge to enable teaching teams to create authentic educational experiences at AUT.

Can contribute to the evidence-base for effective Learning Design, through scholarship and research.