Reflections on Learning Design Process Models 1

Over the last month, Rebecca Galley, Paul Mundin and I have been reflecting on a range of our recent meetings and project related activities (including meeting with colleagues from Birmingham City and Gloucestershire, with our external partners, and OU colleagues). This post shares some of this ‘reflection-in-progress’ and as such uses languages familiar to those exploring new structures for curriculum/learning design processes.  

Here are two different draft representations to help communicate our interpretation of recent work. I think it important that such models seek to weave together the less formal practices and processes (such as design activities) with more formal and necessary demands:

If you click on the images an enlarged version should load.

By way of explanation, these representations were the outcome of our thinking about a range of questions. Some of these were:

  • Does a business case, or any related business approval stage, need any pedagogic information or design? – Possibly not. Could learning design be more damaging than enabling at this stage? – Very possibly (after all the design process has not yet properly started and decisions made here may constrain and limit design options
  • Where in the process is the learning design problem space considered? And how much planning of learning design activities (both formal in the design team, and semi-formal individual work)? The business case may set some constraints but little in respect to important pedagogical aspects associated with the design problem. Recent work in the wider design literature has highlighted the importance of fully understanding the ‘design problem’ before developing a design solution. A number of advantages are cited from promoting a more creative, innovative approach to the problem; to better understanding of the core purpose of the design process and more effective quality assurance and design validation.
  • How important is it to recognise that design stages are not discrete units that ‘end’ once a particular form or document has been submitted. It is not a linear process for each overlaps and may continue to be worked later in the process with more porous links to it’s neighbours (shown by the dotted lines above). Furthermore, it would now appear course development involves a greater range of people throughout the entire process (rather than each just involved in a discrete portion of the process).
  • Is too great an emphasis placed on the submission of a form or specification before work moves on? Instead why not focus on the process of creating these forms and specifications and use the cumulative amount of ‘work’ put in to preparing these documents as indicators of ‘sufficient’ design? Here the notion of doing a ‘sufficient’ amount of design work replaces that of producing a document/forum ‘sufficiently’. Yet how could we record and store documents and design activity ‘evidence’? The most obvious is some form of portfolio/s (e.g. folders on a local or shared area). The diagrams indicate some of these portfolios and each module would need to decide, upfront, what sufficiency may mean for them.
  • Is there enough formal review of the meso- and micro- levels of design? Module design currently takes place at several inter-connected levels, however often formal institutional process fade as design work in earnest begins.
  • Is there sufficient recognition of the micro-design taking place in the production of course materials and services even once courses have been written or operational documents prepared? Maybe not, and a consequence does this mean that micro-design decisions may not be properly supported or articulated?
  • Module/course evaluation (after delivery of the course) is often well formalised, however, can this be enhanced by better definition of the design problem space and planning of activity for the design process at the beginning? There is certainly potential for further quality assurance measures here and this may enable better tracking of decisions and therefore of accountability.
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