Assignment: Learning design project

Weight: 60%
Due: 17 June 2015
Length: 3000 words

For your Learning Design Project you are required to design a learning event, course or module that may be part of a larger course or program. You need not design and implement it in its entirety but you should design the whole project at a high level and expand sufficient of the design to demonstrate how your design would be realised in practice. One approach you might consider would be to design the overall project in outline and one section in full with some small part developed as a pilot to demonstrate the intended implementation. Do not attempt to complete a large project because that may cause you to spend your time focusing on content rather than the design.

In addition to the design, you are to provide a rationale for your design decisions. This rationale will take into account your learning needs assessment, the nature of the learners and the learning context, the learning outcomes, the content, learning strategies and media selection, and the assessment procedures for measuring learning outcomes. In addition, you will need to include some detail of your plans for evaluating the program.

The aim of this project is to have you, the learning designer, ‘go through your paces’. You will need to avoid the temptation to spend so much time on developing a particular ‘piece’ of content, that you forget about the rationale behind it. Your rationale is intended to record your thinking about 'why' your design incoprorates particular features and techniques.

The ‘how’ (real examples) and ‘why’ parts of the final project are critical - simply stating that you have analysed the context or used a particular approach is not enough - you must say how, and why you have chosen that particular method/s and refer to the literature as well as the context to substantiate your argument.

Most importantly, your task is to step through the phases of the learning design process, discuss the decisions you have made (or would possibly make) at each step, relate those decisions to theories of instruction and learning, use appropriate references to the literature to substantiate your statements, and draw on the content to illustrate your points.

The project and report will be assessed using the marking guide below. Marks out of 4 for the 8 criteria will be summed to a total out of 32 and scaled to a mark out of 60.

Deliverable(s)

Your submission should be a single document comprising the required elements that can be included and instructions for accessing elements that cannot be included. Acceptable file formats are, in order of preference, DOCX, DOC and RTF. Depending upon the format(s) you select for your resources they may be included in the core document, submitted as an additional file in the relevant format, or represented by a URL included in the core document. Name your submission file simply project + the relevant extension, that is, project.docx, project.doc, or project.rtf. The assignment system will ensure that your file is adequately identified. There is no need to add a cover sheet or copy of the marking guide.

Your performance on this project will contribute 60% to your grade for the course. The marking guide below indicates the standards that will be applied in grading each element:

Element Exemplary
[4]
Exceeds requirement
[3]
Meets requirement
[2]
Less than required
[1]
Inadequate
[0]
Links practice and theory All significant decisions are supported by references to a variety of appropriate sources with thorough explanation of the reasoning. Most decisions are supported by links to appropriate theory and citation of appropriate sources. Important decisions are supported by mention of appropriate theory. Few decisions are supported by mention of relevant theory. Decisions are not supported by mention of theory.
Analysis of learners and context Explains clearly, with reference to relevant theory, how information about learners and context affected all significant decisions for the project. Describes how information about learners and context affected key decisions for the project. Includes information about learners and context that affected some decisions for the project. Includes little information about learners and context in relation to project. Does not mention how learners and context affected the design.
Analysis of learning goals and content Explains clearly how the selected content is related to the learning goals based on the needs identified in the context. Describes how the selected content is related to the learning goals established for the project. Includes information that links selected content to the learning goals. Includes little information about learning goals and content. Does not mention how learning goals and content affected the design.
Sequencing of content and selection of learning strategies Sequencing of content and selection of appropriate learning strategies is explained and justified in relation to theory. Sequencing of content and selection of appropriate learning strategies is explained. Sequencing of content and selection of appropriate learning strategies is described. Sequencing of content or selection of appropriate learning strategies is not described. Sequencing of content and selection of appropriate learning strategies are not described.
Media match to objectives, content and strategies Selection of media is explained and justified in relation to objectives, content, or strategies and relevant theory. Selection of media is explained in relation to objectives, content, or strategies. Selection of media is described in relation to objectives, content, or strategies. Selection of media is described with little connection to objectives, content, or strategies. Selection of media is not described.
Strategies for assessing learning outcomes Assessment strategies are explained and justified in relation to the project design and relevant theory. Assessment strategies are explained in relation to the project design. Assessment strategies are described in relation to the project design. Assessment strategies are described without reference to the project design. Assessment strategies are not described.
Methods for evaluating the project Evaluation methods are explained and justified in relation to the project design and relevant theory. Evaluation methods are explained in relation to the project design. Evaluation methods are described in relation to the project design. Evaluation methods are described without reference to the project design. Evaluation methods are not described.
Professional presentation All elements of the submission exemplify high professional standards for communication with sophisticated use of langage and accurate acknowledgement of all sources. All elements of the submission demonstrate good professional standards for communication with no lapses in language conventions and acknowledgement of sources. All elements of the submission adhere to professional standards for communication with no significant lapses in language conventions and appropriate acknowledgement of sources. Most elements of the submission adhere to appropriately professional standards for communication with few significant lapses in language conventions and appropriate acknowledgement of most sources. The submission does not adhere to appropriately professional standards for communication, includes several significant lapses in language conventions, and fails to acknowledge sources.