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?
Through the inclusion of insightful provenances and case histories, students are taken on a journey back in time to learn not only from the original donors, but also from the physicians and anatomists who treated and prepared the specimen, offering fascinating insights into the healthcare systems and the education values of the time. Careful consideration was given to which specimens were to be showcased. Specifically, those over a hundred years old, without identifying features or sensitive features such as developmental anomalies.
Throughout this workbook students are asked to engage with the PCs Graduate Attribute & Mindsets Framework via a suite of activities or exercises. This engagement will provide students with the language of skills and attributes best suited to job application and success.
This Facilitator Checklist has been compiled from our experience as facilitators delivering the PACT Open Course with the National Forum. From our reflection, we created this resource to aid fellow facilitators save time and outlined key pre-Course, during-Course, and post-Course activities essential to the smooth running of all Open Courses.
This resource is a digital toolkit to support students in health and social care professions who are learning clinical and professional competencies through technology (including telepractice and simulation). The toolkit includes interactive resources to support learning and enhance technology-enabled practice education.
