EDCI 565 is a course that explores the Research and Practice of Learning Design in technology-mediated contexts. This course is offered from the Faculty of Education’s Department of Curriculum and Instruction in the Educational Technology area. This offering is cross listed with EDCI 335: Learning Design for Technology-Mediated Environments and combines undergraduate and graduate students together to learn about learning design collectively.

This is an online course and can be completed without attending a face-to-face class session on campus. However, we will meet synchronously online on a weekly basis to have conversations about the course, offer support, and build social relationships. Also, since this course site is open on the web (with a few things behind passwords for privacy), anyone may follow along and participate as much as they desire.

If you have any questions, please don’t hesitate to contact your instructor.

Calendar Description

Explores the research and practice of learning design and its application to technology-enabled learning environments. Examines theories and principles of learning design and explores the latest research related to emerging technologies used to develop interactive learning experiences for teaching and learning.

Course Objectives

Learning design provides a descriptive framework for the planning of teaching and learning and the conditions under which those activities are performed, either online or in the classroom by the teacher and the learners (Conole, 2007; Dalziel, 2016; Masterman, 2013). In this course, learners will engage with and develop insights into the current research and practice of learning design. These will include topics such as historical approaches to learning design, connections to learning theory, and the alignment by design of activities, resources, and assessment explicitly linked to learning goals and outcomes.

Intended Learning Outcomes

By the end of this course, students will be able to:

  • Evaluate various models, theories, and approaches to learning design.
  • Organize sources of learning material, as well as resources to help design learning activities and assessment.
  • Take a more explicit approach to applying thoughtful design principles in the process of learning design.
  • Assess the role of empathy in the design of learning.
  • Develop metacognitive strategies as an ongoing practice to enhance learning design processes.