TY - GEN
T1 - Who is the Learner? A Framework for a Digital Learning Design Process
AU - Pilgaard, Michal
AU - Frydendahl, Jette Aabo
AU - Buus, Lillian
PY - 2020
Y1 - 2020
N2 - This paper presents a case study where researchers were engaged in revising three existing e-learning courses facilitated by a digital learning design process. To support the involved researchers in the revising process and ensure collaboration on the distance a framework was developed. The framework scaffolded the researchers in the process. The involved researchers have only little experience in designing and developing online learning. Furthermore, the researchers are situated at universities across 6 different countries.The progression in the digital learning design process was facilitated in three online workshops over a period of three weeks. Additionally, templates were developed to support the researchers in rethinking and redesigning the online courses. The digital learning design process reaches for multiple aims involving and engaging the researchers in an iterative process consisting of three steps;1) Reflections regarding the user perspective2) Redesigning and editing content in the courses3) Peer-feedbackThe workshops were carried out with the use of video conference software and additional apps to share text, pictures, and drawings etc. The templates were the central point of the researcher's considerations and reflections between each of the workshops. The first workshop included advice on designing e-learning, and facilitated a process where the researches reflected on the learner’s expectations on the online courses. The second workshop introduced a design template to support the researcher in redesigning the content for the courses. At the third workshop, feedback was given to the redesigns. Initially analysis from the audio data recorded at the sessions indicate the workshops supported the reflections on what to consider when designing online learning. The workshops contributed to a common understanding on the learning design, particularly regarding the students whom the courses are designed for. In group interviews the researchers who participated in the digital design process stated that digital online facilities enhanced the collaboration and feedback between peers with more directly and concrete suggestions and feedback.
AB - This paper presents a case study where researchers were engaged in revising three existing e-learning courses facilitated by a digital learning design process. To support the involved researchers in the revising process and ensure collaboration on the distance a framework was developed. The framework scaffolded the researchers in the process. The involved researchers have only little experience in designing and developing online learning. Furthermore, the researchers are situated at universities across 6 different countries.The progression in the digital learning design process was facilitated in three online workshops over a period of three weeks. Additionally, templates were developed to support the researchers in rethinking and redesigning the online courses. The digital learning design process reaches for multiple aims involving and engaging the researchers in an iterative process consisting of three steps;1) Reflections regarding the user perspective2) Redesigning and editing content in the courses3) Peer-feedbackThe workshops were carried out with the use of video conference software and additional apps to share text, pictures, and drawings etc. The templates were the central point of the researcher's considerations and reflections between each of the workshops. The first workshop included advice on designing e-learning, and facilitated a process where the researches reflected on the learner’s expectations on the online courses. The second workshop introduced a design template to support the researcher in redesigning the content for the courses. At the third workshop, feedback was given to the redesigns. Initially analysis from the audio data recorded at the sessions indicate the workshops supported the reflections on what to consider when designing online learning. The workshops contributed to a common understanding on the learning design, particularly regarding the students whom the courses are designed for. In group interviews the researchers who participated in the digital design process stated that digital online facilities enhanced the collaboration and feedback between peers with more directly and concrete suggestions and feedback.
U2 - https://doi.org/10.34190/EEL.20.040
DO - https://doi.org/10.34190/EEL.20.040
M3 - Conference contribution to proceeding
SN - 9781912764785
T3 - Electronic Journal of E-Learning
SP - 615
EP - 618
BT - Proceedings of the 19th European Conference on e-Learning ECEL20
PB - Academic Conferences and Publishing International
T2 - ECEL 2020
Y2 - 28 October 2020 through 30 October 2020
ER -