From praxis to delivery: a Higher Education Learning Design Framework (HELD)

From praxis to delivery: a Higher Education Learning Design Framework (HELD) Universities and colleges have many global and local imperatives that attend the design of courses. These include industry-linked curriculum, institution wide graduate attributes, learning-focused approaches, professional accreditation requirements and increasingly, the need for work-ready graduates who are able to become lifelong learners on their exit from formal studies. Approaches to the design of study units in higher education has been the subject of considerable scrutiny over recent decades. This paper presents a framework which seeks to capture the ‘lived experience’ and practice wisdom of educational design. It situates the framework for contemporary learning design in the context of the various imperatives within higher education, offering some points of entry by which educators may draw together the many, sometimes competing, requirements and syntheses these with good practice in curriculum and pedagogy. It is envisaged that the use of this framework, by academic in the development, renewal and delivery of their higher education course and programs, will result in learning design and delivery that will build the confidence needed not just in our graduates but in our institutions and their profound and crucial role in the contemporary world. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Cleaner Production Elsevier

From praxis to delivery: a Higher Education Learning Design Framework (HELD)

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Publisher
Elsevier
Copyright
Copyright © 2016 Elsevier Ltd
ISSN
0959-6526
D.O.I.
10.1016/j.jclepro.2016.01.074
Publisher site
See Article on Publisher Site

Abstract

Universities and colleges have many global and local imperatives that attend the design of courses. These include industry-linked curriculum, institution wide graduate attributes, learning-focused approaches, professional accreditation requirements and increasingly, the need for work-ready graduates who are able to become lifelong learners on their exit from formal studies. Approaches to the design of study units in higher education has been the subject of considerable scrutiny over recent decades. This paper presents a framework which seeks to capture the ‘lived experience’ and practice wisdom of educational design. It situates the framework for contemporary learning design in the context of the various imperatives within higher education, offering some points of entry by which educators may draw together the many, sometimes competing, requirements and syntheses these with good practice in curriculum and pedagogy. It is envisaged that the use of this framework, by academic in the development, renewal and delivery of their higher education course and programs, will result in learning design and delivery that will build the confidence needed not just in our graduates but in our institutions and their profound and crucial role in the contemporary world.

Journal

Journal of Cleaner ProductionElsevier

Published: May 20, 2016

References

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