Learning Design in the AI-Era (iLed) - NEW VERSION

Learners take part in an introductory survey focused on their pre-knowledge.

POINT IF FILLED IN

Students read a short material on how the MOOC is conceptualized and how it was developed. In the MOOC, each unit is developed in line with one innovative TL approach.

Participant attend a short live session (webinar) providing an introduction to the course and their obligations. The session will provide an opportunity to ask questions and discuss. The recording will be available for the later asynchrounous delivery, and further discussion will be enabled in the discussion forum.

MARK AS COMPLETE IF: participated live or watched the recording

Learners are directed to watch introductory videos and get to know the basics of learning design with the BDP tool:

• Guidance about creating an account (2 mins)
• How to open a course (10 mins).

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE.

TO DISCUSS: SHOULD WE GIVE POINTS AUTOMATICALLY FOR ACTIVITIES MARKED AS COMPLETED?

Video on major learning theories.

Based on the introductory video and a generic leading question given in the course (e.g., Which learning theory is the most useful with respect to...?) learners develop a specific research question, relevant for their teaching environment (e.g., level of education, subject area, mode of delivery, resources, strategies etc.). The question is submitted in the discussion forum.

Learners independently investigate learning theories to answer the chosen reseach question. 

Learners write a forum post to discuss the theory and answer the chosen question, providing the conclusions of their investigation. They receive feedback in peer-assessment.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. FOR THEIR FORUM ENTRY, THEY GET A POINT.

Learners take a quiz related to learning outcomes.

Learners watch a video on learning outcomes and their prioritization. They are given a research question related to investigating to what extent the learning outcomes of their courses are aligned with theory. 

Learners independently investigate learning outcomes theory (particularly an article on learning outcomes prioritization) and critically analyse the learning outcomes of their courses and investigate how to assign weights.

Learners take a quiz related to the prioritization of learning outcomes, based on previous reading.

Learners prepare revised learning outcomes of their courses, with corresponding weights. They open a course in the BDP tool and insert the introductory part with learning outcomes and weights, share the BDP link to the discussion forum.

Learners discuss their work with peers and teachers in the forum, based on the shared BDP link. They have to explain how they determined the weights. 

FOR THEIR FORUM POSTS, THEY GET POINTS.

Learners analyse two case studies with examples of well or not-so-well established constructive alignment and discuss.

Learners watch a video on constructive alignment.

Participants explore examples of higher education courses designed in the BDP tool, look at the courses' design analytics and consider the courses from the perspective of constructive alignment: how well is it established in each of the courses and what should be improved? They write thier observations in the forum and discuss with your peers.

Based on the introductory activities, learners develop a specific research question, relevant for their teaching environment (e.g., level of learning outcomes, subject area, mode of delivery, resources.). The question is submitted in the discussion forum.

FOR A FORUM ENTRY, THEY GET A POINT.

Learners independently investigate constructive alignment to answer the chosen reseach question. 

Learners insert an example of constructive alignment (learning outcome - TLAs - assessment) in their BDP course (opened in the previous unit). They share their links in the forum. 

FOR THEIR FORUM ENTRY, LEARNERS GET POINTS.

Learners discuss problems in assessment.

Learners are provided with a reading material on assessment: types of assessment, role of assessment in constructive alignment, utility framework for assessment.

Learners propose research questions based on their problems in assessment and the reading material.

Learners independently investigate assessment to answer the chosen reseach question. 

Learners submit a link to their BDP design with a revised example of constructive alignemnt (learning outcome - TLAs - assessment), with an emphasis on assesment.

TEACHER ASSESSMENT

This activity aims to help participants reflect on their current practices, as well as limitations, related to educational improvement. The survey is anonymous. 

Learners are provided with an introductory video and an interactive flipbook. The introductory video helps learners understand the structure, content and workflow of this unit. Additionally, introductory video along with the flipbook, provides a general overview of authentic learning scenarios, emphasizing their significance and application in higher education.

Learners will find ten short videos (5-10 min each) describing various authentic learning scenarios (see the list below). Each learner will need to choose at least two scenarios that prefer or plan to implement into their teaching. 

Authentic learning scenarios:  

• Flipped Classroom (GU)
• Using AI in Education (GU)
• Hybrid Teaching in Large Classrooms (FOI)
• Game-Based Learning (Oulu)
• Hybrid Learning in Small Groups (SOM)
• Inquiry-Based Learning (FOI)
• Problem-Based Learning (Oulu)
• Project-Based Learning in Virtual Environments (GU)
• Simulation (SOM)
• Virtual Reality (GU)

To verify completion of this activity, learners need to mark "ACTIVITY COMPLETED" for the selected and analyzed videos. Learners will get points for completed activity. 

ALTERNATIVE:

points from quizzes integrated in the interactive material

Learners take a quiz related to learning outcomes which is intended to help learner to check its understanding of a particular topic. This will help learners to achive a beter and deeper understanding of the topic and foster a more engaged and motivated approach to their education.

Can be combined with Lernbar

For each learning scenario a quiz is provided. Learners take those quizzess related to their chosen learning scenarios. Feedback explanations for each answer will be provided. Learners will be able to see the results of their choices. 

QUIZZES ARE INTEGRATED IN THE LERN BAR. STUDENTS GET 2 POINTS TOTAL FOR EACH LERN BAR. AS THEY NEED 2 DONE, THAT TOTALS 4 POINTS (1+3).

Learners are provided with reading materials related to the definition and significance of selected authentic learning scenarios. In addition to the recommended articles*, they will be encouraged to further explore the authentic learning scenarios they wish to implement in their teaching.

*The recommended articles offer guidelines for implementing various learning scenarios in virtual and blended learning environments within higher education.

Learners are encuraged to search for the case study presenting successful implementation of authentic learning scenario. Learners needs to analyze the structure, characteristics, advantages and disadvantages of the selected authentic learning scenario.

Resources for learners are scientific literature, internet, youtube, slides, documents, and recommendated articles.    

Learners describe their typical course in three to four sentences (Scenario, Advantages and disadvantages...) and compare its experiences in teaching in online- or blended learning with corresponding authentic learning scenario. In addition, learners should discuss the benefits and challenges of implementing the learning scenarios they selected during their case study investigation.

The purpose of this activity is to allow learners to share and reflect on their previous experiences. Learners will post their thoughts and respond to at least two peers.

Learners who post their experiences in the forum and respond to at least two peers will get a point. 

CHANGE: It's a quiz, not a forum. 2 points.

Learners will use wiki to develop a first draft for an own design (a basic learning design) using the following structure:

• Title:
• Audience:
• Selected Learning scenario:
• Methods and digital Tools: 
• Assessments :
• Benefits:
• Challenges:

The purpose of the activity is for learners to apply what they have previously learned. Learners should select a suitable scenario and prepare a draft for their own learning scenario.

Each group/person of learners is required to submit their learning designs for the selected learning scenario. Additionally, each group must evaluate the work of at least two other groups using a structured rubric or set of criteria provided by the course designers. By providing feedback on their peers' submissions, learners will further enhance their understanding.

Graded in Moodle under GRADING.

Learners engage in personal contact with others to share ideas synchronously, fostering a social component. Additionally, learners present their basic learning designs, receive feedback from teachers, and provide peer feedback on each other's results. This process encourages a more in-depth engagement with the content.

FOR THE MOOC VERSION:

A teacher chooses several examples of basic learning designs, presents and comments on them in a pre-recorded video for asynchronous watching. Participants can discuss the presented designs in the forum.

Learners are provided with the recommended articles related to the definition and significance of the learning strategies. They will be encouraged to further explore various learning strategies that can be implementated in virtual learning design. 

Learners are provided with short videos (5-10 minutes long) along with other learning activites which explain specific strategies:

• Cognitive strategies (Oulu)
• Metacognitive strategies (Video, Podcast)  (GU)
• Collaborative learning (SOM)
• Learning motivation (GU)

The purpose of the activity is for participants to actively and independently engage with the different learning strategies and motivational aspects.

To verify completion of this learning activity, learners need to mark "ACTIVITY COMPLETED". Learners will get a point for completed activity. 

Learners take a quiz related to learning strategies which is intended to help learner to reinforce understanding and provide immediate feedback. This will help learners to achive a better and deeper understanding of the topic.

Learners are provided with video describing the importance of incorporating effective  learning strategies into learning design to meet a varied needs of learners.

In general learners will learn how various learning strategies promote diverse learning styles for presenting various information to all learners, create inclusive, engaging, and effective learning experiences, facilitate personalized learning and enhance understanding and retention. It also covers cognitive and metacognitive strategies and their role in self-regulated learning, as well as the significance of learning motivation.

Learners should search for case studies showcasing successful implementation of various learning strategy.

The resources for searching case studies include Internet, written case studies and video examples.

To verify completion of this learning activity, learners need to mark "ACTIVITY COMPLETED" for analyzed videos. Learners will get a point for completed activity. 

Learners engage in forum's discussions about applying a chosen learning strategy to selected case studies.

Each learner who participate in discussion  presents a case study relevant to the learning strategy they believe it would be most effective for their learning scenario. Using the chosen strategy, learner discuss about a learning design that outlines how they would implement the strategy in the context of the case study.

At the end of the session, a learners should have a reflective discussion on the overall activity. Prompt questions could include:

• What did you learn from the different presentations and discussions?
• How can you apply these insights to your own learning design and teaching practice?

Learners who post their experiences in the forum and respond to at least two peers will get a point.

Through discussion learners collect factors that inhibit or promote the motivation of learners and teachers on a concept board.

This activity will activate the learners in a collaborative task. All learners can contribute their own teaching (and learning) experiences to the collaborative result.

Learners upgrade their LD Drafts and add options to the wiki

• how the motivation of learners can be promoted
• how cognitive and metacognitive learning strategies can be promoted

The purpose of the activity is for learners to apply what they have previously learned. They re-design and upgrade their LD drafts from Unit 1.

The teacher checks the redesign in the wiki history.

Graded in Moodle under GRADING.

This activity allows the learners to receive the teachers' feedback and to give each other peer feedback on their re-designed LD drafts, which encourages a more in-depth engagement of the content.

FOR THE MOOC VERSION:

A teacher chooses several examples of basic learning designs, presents and comments on them in a pre-recorded video for asynchronous watching. Participants can discuss the presented designs in the forum.

Students watch a short video / read some content which covers what learning design is:

• Processes/methodology
• Activity types
• Student centred
• Connect to BDP

Activity: (estimated timing: 60 min).

The following activity will help you to reflect on and consider the student experience of learning within your course. Your learning design will be improved by considering how to use the resources within the activity in the context of what you are hoping to create as a learning experience.

1. Read through each of the linked materials provided. 
2. Make notes in response to the following questions:

• • How could you use the linked material in your context?
  • Which parts of your course are you most likely to change having read through the linked materials?
  • Which elements of your course design need to be adapted to be more inclusive?

Video of:

• How to plan in the BDP tool (10 mins)
• How to plan in the BDP tool - update (10 mins)

You should already have encountered the BDP tool in other sections of the 'Learning Design in the AI - Era' course. We will be returning to use the BDP to help you to consolidate existing knowledge of the tool and develop your understanding.

However, if this is the first time you are seeing information about the BDP do not worry. You can return to earlier sections of the course to help get an overview of how to use the tool to map out your learning designs and then return here for a more detailed explanation of using the tool which will help you with the next tasks.

Activity: (estimated timing 40 min).

Please watch the videos below. These videos give a more detailed explanation of using the BDP tool. You are encouraged to write notes as you watch. 

Activity: (estimated timing: 40 min).

The purpose of this activity is to clearly identify what you want to start to map in the BDP or what you want to develop if it already exists in the tool. You can choose to develop the existing design you entered in the BDP (in earlier Topics) and consider what changes you might want to make. Or you could pick a new section of an existing or hypothetical course to enter into the BDP for the next few tasks of the current topic.

Activity Instructions:

1. Identify/select at least 3 weeks or at least 1 ECTS (25-30hrs) of learning to input into the BDP. 

If you are using an existing course you can choose whichever 3 weeks you like. However, it must include at least one summative assessment point (you can use content entered into the tool during Topic 2 if you want to). The weeks don't need to be sequential but should support the completion of a summative assessment.

2. Reflect on the following question and record your reflections in whatever way works best for you. 

• Why have you identified these weeks or areas of study for development?

You may want to look back at your reflections from 'How might you approach designing a learning experience?'

Activity completion

Once you have completed your reflection mark this activity as complete and progress to the next section in this unit.  

Activity: (estimated timing: 90 mins).

Thinking about the content you covered in 'Concept of learning design' and identified in part 1 of this task, now it is time to enter the 3 weeks of material (equivalent to 1 ECTS) for your learning design in to the BDP.

Completing this activity:

Once you have input or updated an existing learning design in the BDP mark this page as complete to indicate you have finished the activity. 

Video:

Constructive alignment video (6 mins). 

Students would be encouraged to write notes to help them remember the important messages from the video. 

Activity: (estimated timing: 60 min).

For this activity you will be using the BDP analytics pages to review the learning design (3 weeks of course content or 1 ECTS, 25-30hrs) you have entered into the BDP. You might find it helpful to have the peer assessment checklist open while you complete this activity. 

Use the BDP analytics to answer the following questions: 

• Does your design follow the principle of constructive alignment (i.e. do the activities sufficiently scaffold the assessments?, are the learning outcomes being assessed?) If not what would you need to change?
• Is there a balance of activity types across the learning journey?
• Are there any other areas that are highlighted by the analytics that you may want to look into or address?

You can present your answers however you like. For example you could submit one of the following:

• Written reflection of no more than 250 words.
• Audio file which is 1-2 minutes long. 
• PowerPoint slides. No more than 3 slides.

This task is utilising problem based learning aproach.  Learners are asked to analyse and come up with solutions to a problem case in the context of Higher education course development and implementation.

Watching a video on pedagogical uses of LA. The video will discuss LA from a teachers perspective highlighting importance of pedagogical apporaches, posibilties and limitations of LA use in a classroom. 

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

In this part you will familiarize with the concept of learning analytics (LA) and it's pedagogical uses. The provided materials help to explore LA use from perspectives of teachers and educational designers, and highlights importance of pedagogical approaches, possibilities and limitations of LA use to support course development, teaching and learners in a classroom.  

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Forum post reflection based on the watched videos and helping to interpret the information in your own context.

Watching a video on LA ethics. The video will emphasize ethical issues that might emerge in data and algorithm use withing LA. The video will raise learners awareness of common ethical issues with LA in the classrooms as well as present current approaches to address those challenges.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Forum post reflection based on the watched videos and helping to interpret the information in your own context.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Reading activity on selected articles which will help you to think about course implementation and student outcomes.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Reflection on the previous reading activity with the focus on own context.

Transferring your design to learning management system.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

In this activity you will be asked to summarize the insights you gained and applied so far. 

Learners read a short material with a few examples of the AI-based learning scenarios in several different higher education courses. 

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Learners watch a video, read a latest paper or the latest report on AI in learning analytics. The video covers the topics related to the relationship between AI and LA, trustworthy LA and AI algorithms. Examples will be provided, including a list of research papers.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Learners read materials related to learning analytics and AI and take notes. After that, they read a short briefing note and listen to a podcast based on these materials, generated by AI, and compare with their notes.

Learners watch a video on AI in assessment. The video will highlight how AI-powered tools can be used in formative and summative assessment, including automated grading, adaptive testing, and personalized feedback.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

Learners watch a video on risk of using AI in education. It will highlight issues related to ethics (privacy-related issues & plagairism-related issues), data preparation and fairness of algortihms, preventing possible bias, as well as interpretation.

TO VERIFY COMPLETION, LEARNERS SHOULD MARK "ACTIVITY COMPLETED" IN MOODLE. THEY GET A POINT.

After exploring the materials in the previous units, learners reflect on the topics and choose the one they find the most important for their teaching practice. They write the topic in a forum and investigate the chosen topic. They prepare a list of references and share it in the forum.

FOR A FORUM ENTRY; THEY GET A POINT.

Learners write a 2-page essay. They should (1) reflect on the findings of their investigation, (2) critically review and comment on thier work with genAI, and (3) discuss how they can apply the findings of the investigation in their teaching practice. They upgrade learning designs in the BDP tool in line with the findings, as appropriate.

Participants take part in a survey to provide feedback on the satisfaction with the course and the self-assessment of the acquisition of LOs and their own practice. The results will be used for further improvement of the course.

Participants are awarded with certificates for the completion of the course.