This paper set out to compare a selection of models developed “…to help teachers efficiently and effectively design learning opportunities using new and emerging technologies.” (p.981)
From those available, 21 were chosen and analysed based on the following criteria:
- whether they constitute a conceptual framework or a procedural method,
- epistemological and pedagogical underpinnings,
- level of granularity of the model,
- extent to which contextual elements are considered,
- whether interactions between teachers and students are integral,
- whether guidance for selecting technologies is included,
- whether evaluation of the model has been conducted.
These criteria were guided by Dalziel et al’s (2016) Learning Design Conceptual Map.
The analysis of the models chosen reveal the extent to which each of them meet these criteria. However, as the paper points out (p.991), “Perhaps the Holy Grail of technology-enhanced learning design models would be a demonstration that, ceteris paribus, the use of a particular model resulted in learning designs that produce significantly better learning …, we should not hold our breath for such a model to manifest, because of the intrinsic complexity and artistry involved in design.”
So despite the aim of the paper being to help those looking for a suitable framework for their needs, the choice is not simple nor the result assured.
However, as they state (p.991): “By deeply engaging with design models, as abstractions, educators can challenge their own thinking and formalise their own beliefs about how great design and great learning occurs. We see such formulation as a valuable source of empowerment and learning…”
This echoes my experience working with learning design (and participant feedback), that the act of a team working on this together brings more than a blueprint for their course or programme.
References
Bower, M. and Vlachopoulos, P. (2018) ‘A critical analysis of technology-enhanced learning design frameworks’, British Journal of Educational Technology, 49(6), pp. 981–997.
Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., et al. (2016). The Larnaca declaration on learning design – 2013. Journal of Interactive Media in Education, 1, 1–24.
