Appendices & Theory

Appendix 1: What is instructional design or learning design

Instructional design originated in the military and corporate settings where the need for training large numbers of people in an efficient and replicable ways gave rise to various frameworks. Due of these roots, instructional design frameworks often resemble project management approaches than pedagogical theory.

Four Pillars of Instructional Design

• Social constructivist theory of learning: Learning is a process involving interactions with others.
• Focus on the principles of adult learning: Adults learn best when learning is relevant.
• Competency-based approach to learning objectives: The object of learning is to acquire real competence.
• Project management approach to development: Consistent and high-quality learning experiences require collaborative project approach.

Appendix 2: Specifics of fully online teaching

Characteristics that set learning online apart from learning in a traditional space can be summarised by two NOs: No back row (all activity is visible) and No corridor (no natural informal spaces).

Mitigation Strategies

• Design online activities that require student participation.
• Build a complex support relationship combining pastoral, learning and technical support.
• Use peer assessment and project-based assessment.
• Set up regular individual touchpoints for each student.

Appendix 3: Developing a support relationship

Students learning digitally often report feelings of isolation and confusion. A successful digital program will provide sufficient support to give them a feeling of connectedness. This can only be done by building relationships.

Support Roles

• Course convener / instructor: Sets learning outcomes, delivers lectures.
• Tutor / teaching assistant: Leads online discussions, provides feedback.
• Programme administrator: Keeps track of timings, posts announcements.
• IT support: Monitors the platform, answers technical questions.