5. Creating a New Design from Scratch

5.1 Entering the Course Information
5.2 Exploring with the Learning Design Triangle
5.2.1 Intended Learning Outcomes (ILOs)
5.2.2 Disciplinary Practice (DP)
5.2.3 Pedagogical Approach
5.3.1 Creating Curriculum Components (CCs) Part 1
5.3.2 Creating Curriculum Components (CCs) Part 2

5.1 Entering the Course Information

In this chapter, we will use "Designing for the Wise", a STEAM course developed by our partner school, as an example to demonstrate how to apply the Learning Design Triangle (LDT) framework introduced in Chapter 2 to create a learning design in the Learning Design Studio (LDS).

At the beginning, the LDS guides you to consider some basic course information such as topic, key learning area(s), grade level and lesson time.

Figure 5.1: Course Information Section

Item	Content
Title	Designing for the Wise
Description	Designing for the Wise is an interactive course where you’ll discover how to create innovative, user-centered solutions for older adults. Learn to empathize with the unique challenges seniors face, apply design thinking processes, and develop practical prototypes that make a real difference. Join us to blend creativity and care as you design a better world for the wise!
Key Learning Area(s)	Science Education, Technology Education
Grade Level	P6
No. of Lesson	14
Duration per Lesson	35 mins
Total In-Lesson Time	490mins
Contributor Name	IDEALS Admin
Contributor Affiliation	IDEALS Partner School

5.2 Exploring with the Learning Design Triangle

Once you have filled out the course information section, you will use the Learning Design Triangle framework to design contextual framework for the entire learning design. This involves specifying the 1) intended learning outcomes, 2) disciplinary practice, and 3) pedagogical approach.

Figure 5.2: Learning Design Triangle Section

5.2.1 Intended Learning Outcomes (ILOs)

🌟 For guidance on developing strong ILOs, refer to Chapter 2.2 - Intended Learning Outcomes (ILOs)

In the Learning Design Studio (LDS), there are four categories of Intended Learning Outcomes (ILOs):

Disciplinary Knowledge: The core concepts, theories, facts, and frameworks that are recognized and developed within a particular field or area of study.
Disciplinary Skills: The specific techniques, methods, and competencies associated with a particular field or area of study.
Generic Skills: The broad abilities that help people succeed in education, work, and daily life, regardless of a particular field or area of study.
Values & Attitudes: The beliefs, principles, and dispositions that guide a person's behavior, decision-making, and interactions with others.

Adding a New ILO

There are two ways to add a new ILO: (1) writing it yourself, or (2) using the ILO patterns.

1. Adding a New ILO - Writing it Yourself

You will write the full ILO to indicate what students is expected to achieve as a result of the learning process.

Figure 5.3: Adding a New ILO

If you have not added any ILOs before, you can click the or button to add a new ILO.

Figure 5.4: Interface of the ILO Builder (1)

We will review each field in the ILO Builder below.

1. Subject/Discipline(s)

Figure 5.5: Interface of the ILO Builder (2)

Select the appropriate discipline(s) for each ILO as needed.

2. Category

Figure 5.6: Interface of the ILO Builder (3)

Select the category of ILO: Disciplinary Knowledge, Disciplinary Skills, Generic Skills, or Values & Attitudes.

3. Bloom's Taxonomy Level

Figure 5.7: Interface of the ILO Builder (4)

Select the Bloom’s Taxonomy level that best reflects the intended skill, knowledge, or value for this outcome (e.g., Remember, Apply, Evaluate).

Figure 5.8: Writing a ILO with the Learning Design Facilitator

After selecting the Bloom’s Taxonomy level, the Learning Design Facilitator will recommend suitable action verbs to help you formulate your ILOs.
Choose the appropriate action verb that best reflects the skill, knowledge, or value targeted by your ILO.

4. ILO and Learning Design Facilitator

Figure 5.9: Interface of the ILO Builder (5)

Click the Learning Design Facilitator buttonto request feedback from the chatbot on your ILO.

Figure 5.10: Evaluating a ILO with the Chatbot

5. Sub-ILO(s)

Figure 5.11: Interface of the ILO Builder (6)

To provide greater clarity, an ILO can be subdivided into more detailed sub-ILOs as needed.

2. Adding a New ILO - Use the ILO Pattern

In addition to writing your own ILO, you may use our pre-defined pattern.

Figure 5.12: Intended Learning Outcomes - Values & Attitude

For example, if you want to create an ILO for the Values & Attitude category, we can create one by using the ILO patterns.

Figure 5.13: The ILOs Patterns in the LDS Facilitator

After selecting the targeted ILO category in the Learning Design Facilitator, click the "SHOW INTENDED LEARNING OUTCOME PATTERNS" button to view suggested patterns. Alternatively, you can click the button to instantly activate the pattern list.
By clicking the button, you can explore the details of the targeted ILO pattern.

Figure 5.14: Details of the Targeted ILO Pattern (1)

You can use the targeted ILO pattern directly by clicking "COPY" button in the pop-up window, or by clicking the button in the Learning Design Facilitator. The ILO pattern details will be auto-filled into the LDS.

Figure 5.15: Details of the Targeted ILO Pattern (2)

You can edit the details of the targeted ILO pattern in the ILO builder if needed.

Figure 5.16: An example of a completed ILO section

5.2.2 Disciplinary Practice (DP)

🌟 For guidance on choosing disciplinary practice, refer to Chapter 2.3 - Disciplinary Practice (DP)

Adding a New DP

Figure 5.17: Adding a New DP

If you have not added any DP before, please click the or button to add a new DP. However, creating a DP from scratch can be challenging. We highly recommend starting with our DP patterns available in the Learning Design Facilitator.


Figure 5.18: The DP Patterns in the Learning Design Facilitator	Figure 5.19: Details of the Targeted DP Pattern

By clicking the button, you can explore the details of the targeted DP pattern.
You can use the targeted DP pattern directly by clicking "COPY" button in the pop-up window, or by clicking the button in the Learning Design Facilitator. The DP pattern details will be automatically appear in the LDS.

Figure 5.20: An Example of a Completed DP

5.2.3 Pedagogical Approach

🌟 For guidance on choosing pedagogical approach, refer to Chapter 2.4 - Pedagogical Approach

Adding a New Pedagogical Approach

Figure 5.22: Adding a New Pedagogical Approach

If you have not added any pedagogical approach before, please click the or button to add a new pedagogical approach. Please read the introduction below to guide you in completing the Pedagogical Approach section.

In general, we highly recommend starting with the Learning Design Facilitator. You can use the pedagogical approach patterns we have designed for you to copy and use in your own design.


Figure 5.23: The Pedagogical Approach Patterns in the Learning Design Facilitator	Figure 5.24: Details of the Targeted Pedagogical Approach Pattern

By clicking the button, you can explore the details of the targeted pedagogical approach pattern.

You can use the targeted pedagogical approach pattern directly by clicking "COPY" button in the pop-up window, or by clicking the button in the Learning Design Facilitator. The pedagogical approach details will be auto-filled into the LDS.

Figure 5.25: An Example of a Completed Pedagogical Approach

5.3.1 Creating Curriculum Components (CCs) Part 1

After completing the Learning Design Triangle (LDT) to establish the contextual framework for the entire learning design, we will explore how to develop Curriculum Components (CCs) and learning tasks that align with these elements, transforming overarching design concepts into actionable teaching practices. For a detailed theoretical explanation of Curriculum Components (CC), see Chapter 2.5 – Curriculum Component Sequence.

The following instructions will guide you in creating the first CC for your learning design.

Creating the First CC

The first Curriculum Component (CC) marks the beginning of the course, "Designing for the Wise." It is designed to help learners get started and build a strong foundation for subsequent learning. CC1 prepares students by developing their skills in identifying problems and goal-setting for the inquiry.

Step 1: Adding a New CC

Figure 5.27: Adding a New CC

By clicking the button , you can open the CC builder.

Step 2: Mapping the LDT Elements to the CC

Figure 5.28: The Interface of the CC builder

Please read the introduction below to guide you in creating a CC.

2.1 CC Name

💡Formula of naming a CC

Through the 1) focal task(s) to 2) achieve the intended learning outcome to 3) implement the workflow step(s) of a disciplinary practice for 4) applying the focus or foci of the pedagogical approach.

E.g. Through 1) stimulus observation and conducting interviews with the elderly to 2) understand their unique needs and daily challenges to 3) identify problems for 4) goal-setting.

2.2 Workflow steps

Figure 5.29: The Workflow Steps of Engineering Design

The workflow steps of Engineering Design are drawn from the Disciplinary Practice (DP) section you completed previously.
Select "Identify problem" for this CC.

2.3 Pedagogical foci

Figure 5.30: The Pedagogical Foci of Self-directed Learning

The pedagogical foci of Self-directed Learning are drawn from the Pedagogical Approach section you completed previously.
Select "Goal-setting" for this CC.

2.4 Linked Intended Learning Outcomes (ILOs)

Finally, we will select the ILOs to be achieved in the CC, ensuring they align with the chosen workflow steps of disciplinary practice and pedagogical approach within the specific phase of learning.

2.4.1. The Link Button

Figure 5.31: Linking the ILOs to a CC (1)

You can view all the Intended Learning Outcomes (ILOs) entered in the LDT section by clicking the button.

2.4.2 Selecting the Appropriate ILOs

Figure 5.32: Linking the ILOs to a CC (2)

E.g.

Identify the unique needs and challenges that elderly face in their daily lives.
Demonstrate openness to elderly perspectives in design discussions.

2.4.3 The Alert Icon and Complete Icon

Figure 5.33: Unassessed ILOs in a CC

For each learning outcome, you should add an assessment to evaluate student performance. If an assessment has not been added to a learning outcome, an alert icon will appear as a reminder. Once an assessment is assigned, this will be replaced with a complete icon . We will discuss how to assign an assessment in the next section.

2.4.4 The Unlink Button

Figure 5.34: Dissociating the ILOs from the CC

You can dissociate a specific ILO from the CC by clicking the button.

5.3.2 Creating Curriculum Components (CCs) Part 2

Creating the First CC (Cont.)

Step 3: Creating the Task Sequence for the CC

After deciding on the intended learning outcomes, workflow steps, and pedagogical focus of the CC, the next step is to assign and sequence the learning tasks and assessments.
Below is an example of a completed CC with well-sequenced tasks and assessments, which we will examine in this section.

Figure 5.35: An Example of a Completed CC

3.1 Creating a Task

We will use the "Conducting Client Interviews to Identify Design Needs" task to demonstrate how to add a task

Figure 5.36: Adding New Learning Task(s)

By clicking the button , you can open the Task builder.

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Figure 5.37: Interface of the Task Builder

Please read the introduction below to guide you in creating a task.

Item	Example of this CC
1. Task Information Provide a clear task title and description for a learning task. Figure 5.38: Task Information	Task title: Conducting Client Interviews to Identify Design Needs Description: Students will interview the elderly individual to gain insight into their daily experiences and needs.
2. Stage Is this a pre-class, in-class, or after-class task? Figure 5.39: Stage	In-class
3. Task Type Please refer to Chapter 2.6 - Task Taxonomy for more details. Figure 5.40: Task Type	Explorations through Conversation
4. Duration How long is the task? Figure 5.41: Duration	30 mins
5. Delivery Mode Possible Options: Face-to-Face (Inside Classroom, Outside Classroom) Online (Synchronous, Asynchronous) Hybrid Figure 5.42: Delivery Mode	Outside Classroom
6. Social Organization Possible Options: Whole Class Group Individual Peer Figure 5.43: Social Organization	Group, Size: 5
7. Feedback Provider You can select more than one feedback providers. Teacher Peer Self Others Figure 5.44: Feedback Provider	Teacher
8. Assessment Figure 5.45: Triggering the Assessment Option in a Task	A learning task can also serve as an assessment. If you select the assessment option, you will need to assign the feedback provider(s), and specify the targeted learning outcomes for this task to be assessed e.g. Demonstrate openness to elderly perspectives in design discussions
9. E-learning Tool Figure 5.46: Interface for Adding E-learning Tool(s) to a Task	The e-learning tools section allows you to select the type of tool you want to use to implement the task. For example, if you want to create a space for students to submit their homework, you can choose the Assignment tool, as demonstrated here.
10. Resources Figure 5.47: Interface for Adding Resource(s) to a Task	The resource section allows you to select the type of resource or tool you want to use to support the learning process. For example, you can upload the interview guiding questions and the interview skills rubric for use in the course.

Item

Example of this CC

1. Task Information

Provide a clear task title and description for a learning task.

Figure 5.38: Task Information

Task title:

Conducting Client Interviews to Identify Design Needs

Description:

Students will interview the elderly individual to gain insight into their daily experiences and needs.

2. Stage

Is this a pre-class, in-class, or after-class task?

Figure 5.39: Stage

In-class

3. Task Type

Please refer to Chapter 2.6 - Task Taxonomy for more details.

Figure 5.40: Task Type

Explorations through Conversation

4. Duration

How long is the task?

Figure 5.41: Duration

30 mins

5. Delivery Mode

Possible Options:
- Face-to-Face (Inside Classroom, Outside Classroom)
- Online (Synchronous, Asynchronous)
- Hybrid

Figure 5.42: Delivery Mode

Outside Classroom

6. Social Organization

Possible Options:
- Whole Class
- Group
- Individual
- Peer

Figure 5.43: Social Organization

Group, Size: 5

7. Feedback Provider

You can select more than one feedback providers.
- Teacher
- Peer
- Self
- Others

Figure 5.44: Feedback Provider

Teacher

8. Assessment

Figure 5.45: Triggering the Assessment Option in a Task

A learning task can also serve as an assessment.

If you select the assessment option, you will need to

assign the feedback provider(s), and
specify the targeted learning outcomes for this task to be assessed
- e.g. Demonstrate openness to elderly perspectives in design discussions

9. E-learning Tool

Figure 5.46: Interface for Adding E-learning Tool(s) to a Task

The e-learning tools section allows you to select the type of tool you want to use to implement the task.

For example, if you want to create a space for students to submit their homework, you can choose the Assignment tool, as demonstrated here.

10. Resources

Figure 5.47: Interface for Adding Resource(s) to a Task

The resource section allows you to select the type of resource or tool you want to use to support the learning process.

For example, you can upload the interview guiding questions and the interview skills rubric for use in the course.

Figure 5.48: Preview of a Learning Task

The task appears in the CC page.

3.2 A Quick Reminder

Figure 5.49: Preview of a CC

The LDS will remind you to assign assessments to any unassessed learning outcomes within the CC.
* You can continue adding more tasks to complete your Curriculum Component (CC), and add additional CCs to finalize your learning design by repeating the steps mentioned above.

3.3 Moving a Task

Figure 5.50: Moving a Task (1)

By clicking the button, you will see a list of tasks for each CC.

Figure 5.51: Moving a Task (2)

You can click any of the tasks to reallocate the current task to a position after it.

Additional: Information Window, and Header

There is some additional information to help you analyze the learning design.

Item	Description	Example
1. Information Window	Figure 5.52: Information Window in the CC Section	In the CC section, the information window will visualise your overall CC design with the pie chart Distribution of time spent on learning task types Distribution of number of iLAP tools adopted Distribution of time spent on delivery modes
2. Header	Figure 5.53: An Example of a Curriculum Component Sequence Total Learning Time: 440 min It includes the time spent on all pre-class, in-class, and after-class activities. Designed Total In-Lesson Time: 335 / 490 min 335 min is the time spent on in-class activities. 490 min is the possible in-class time allocated for this course Expand all Expand all the CC to see the details Collapse all Collapse all the CC to hide the details

Item

Description

Example

1. Information Window

Figure 5.52: Information Window in the CC Section

In the CC section, the information window will visualise your overall CC design with the pie chart

Distribution of time spent on learning task types
Distribution of number of iLAP tools adopted
Distribution of time spent on delivery modes

2. Header

Figure 5.53: An Example of a Curriculum Component Sequence

Total Learning Time: 440 min

It includes the time spent on all pre-class, in-class, and after-class activities.

Designed Total In-Lesson Time: 335 / 490 min

335 min is the time spent on in-class activities.
490 min is the possible in-class time allocated for this course

Expand all

Expand all the CC to see the details

Collapse all

Collapse all the CC to hide the details