Learning Design in the Eye of the Storm

Description

A webinar which addresses the following questions: During the session, we will also discuss the questions: What is learning design in 2021 and post-pandemic? How does learning design differ from instructional design? What is next for the learning designer? What is the future of the learning designer’s role? Where does the learner designer fit in the new digital learning ecology? What barriers do learning designers face? How can reflective learning design improve student experience?

Benefit of this resource and how to make the best use of it

Indeed, today most teachers and educators work in an online learning environment, yet for many of them their immersion in online teaching was a necessary response to the global pandemic. Overnight we changed physical, traditional, learning environment to an online environment. This brought many challenges for teachers. A high number of them needed different and new skills and experiences in teaching as well as the support and collaboration with people of different backgrounds and expertise. Support units, learning technologists and instructional and learners designers now become more than ever in focus by extensively helping teachers to navigate this new environment and select appropriate tools for planned activities, to implement new pedagogies, and to design efficient, effective and enjoyable learning experience for their students. Learning designers across the globe led teachers out of the storm. The pandemic forced steps forward and an online pivot that were planned and foreseen for many years and prompted teachers everywhere into action by opening new opportunities for teaching and learning and highlighting the critical importance of learning design. In addition, it has moved the focus from content creation to the users learning experience supported by appropriate learning environments. How teachers navigated these pedagogical changes, what kind of challenges they experienced and what kind of support they required with designing their courses is the topic of this session.

During the session, we will also discuss the questions:

What is learning design in 2021 and post-pandemic?
How does learning design differ from instructional design?
What is next for the learning designer?
What is the future of the learning designer’s role?
Where does the learner designer fit in the new digital learning ecology?
What barriers do learning designers face?
How can reflective learning design improve student experience?

Related OER

In the denouement of the COVID-19 pandemic, talk of a return to “normalcy” in higher education belies the great challenges and ongoing disruptions that yet lie ahead for many institutions. Public perceptions of the value of postsecondary education continue their downward slide, placing institutions in the position of having to demonstrate their worth and find solutions to declining enrollments. Data and analytics capabilities continue to evolve, introducing new opportunities and new risks to the institution. Chief among these capabilities, generative AI promises to change teaching and learning in ways many of us have yet to fully understand or prepare for.

For this year’s teaching and learning Horizon Report, expert panelists’ discussions highlighted and wrestled with these present and looming challenges for higher education. This report summarizes the results of those discussions and serves as one vantage point on where our future may be headed.

MAFAPS is a courses dealing with the issues related to de-carbonisation of merchant shipping worldwide. The subject matter includes the handling, storage and combustion of alternative fuels and the use of alternative power systems such as fuel cells.

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URL: https://www.youtube.com/watch?v=Wwy_YTc5WvM