6. Creating a New Design from Patterns

• 6.1 Entering the Course Information
• 6.2 Exploring with the Learning Design Triangle
• 6.2.1 Intended Learning Outcomes (ILOs)
• 6.2.2 Disciplinary Practice (DP)
• 6.2.3 Pedagogical Approach
• 6.3.1 Creating Curriculum Components (CCs) Part 1
• 6.3.2 Creating Curriculum Components (CCs) Part 2
• 6.3.3 Creating Curriculum Components (CCs) Part 3

6.1 Entering the Course Information

In this chapter, we will explore how to create a new learning design about developing a product for the elderly, similar to what we demonstrated in Chapter 5. However, this time we will use the Pattern Library, beginning with the course-level pattern. 

Choosing a Course-level Pattern

Figure 6.1: The Course-level Pattern Library

After selecting the pattern 1) "Engineer/Inventor (Engineering Design + Self-directed Learning)" , a new learning design will 2) appear in "My Library".

Entering the Course Information

Figure 6.2: The Course Information Section of the Engineering Designer Pattern

After choosing "Engineer/Inventor (Engineering Design + Self-directed Learning)", the pattern have already provided some course information. You can adapt or modify the provided information and fill in the remaining details as needed.

* The customised item will be highlighted in red.

Item	Content
Title	Engineer/Inventor (Engineering Design + Self-directed Learning) 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 the elderly. Learn to empathize with the unique challenges the elderly 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	6
Duration per Lesson	35
Total In-Lesson Time	210
Contributor Name	-
Contributor Affiliation	-

6.2 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. Unlike creating a course from scratch, using the course-level pattern provides you with the foundational elements of the LDT, streamlining the design process.

Figure 6.3: Learning Design Triangle Section

6.2.1 Intended Learning Outcomes (ILOs)

The course-level pattern Engineer/Inventor (Engineering Design + Self-directed Learning) has provided some intended learning outcome patterns for you. However, you still need to customise the patterns or add new ILOs to complete your learning design.

Figure 6.4: Learning Design Triangle Section - Intended Learning Outcomes

For the following part, you will explore how to add the new ILOs to the design.

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

In the 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) using the ILO patterns or (2) writing it yourself.

1. Use the ILO Patterns

• You will use our pre-defined pattern to indicate what students is expected to achieve as a result of the learning process. 

Figure 6.5:  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 6.6:  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.   Figure 6.7: Details of the Targeted ILO Pattern (1)   You can use the targeted ILO pattern directly by clicking "COPY" button in the new 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 6.8: Details of the Targeted ILO Pattern (2) After copying the ILO pattern, you can see the ILO "Students learn to respect others, including accepting and respecting others' viewpoints and differences." appear in the ILO builder. To better fit our course context and the Bloom‘s Taxonomy, we can modify it to: “Demonstrate willingness to accept and respect the elderly, including accepting and respecting their viewpoints and differences.”

2. Writing it Yourself

• In addition to using patterns, you may write a full ILO yourself.

Figure 6.9: Adding a New ILO

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

Figure 6.10: Interface of the ILO Builder (1)

• We will review each field in the ILO Builder below.

1. Subject/Discipline(s)     Figure 6.11: Interface of the ILO Builder (2)   Select the appropriate discipline(s) for each ILO as needed.

2. Category   Figure 6.12: 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 6.13: 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 6.14: 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 6.15: Interface of the ILO Builder (5)     Click the Learning Design Facilitator buttonto request feedback from the chatbot on your ILO.   Figure 6.16: Writing a ILO with the Chatbot

5. Sub-ILO(s)    Figure 6.17: Interface of the ILO Builder (6)     To provide greater clarity, an ILO can be subdivided into more detailed sub-ILOs as needed.

6.2.2 Disciplinary Practice (DP)

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

The course-level pattern Engineer/Inventor (Engineering Design + Self-directed Learning) has provided the the disciplinary practice details for you. 

Figure 6.19 Learning Design Triangle Section - Disciplinary Practice

1. Editing or Creating a DP   By clicking the  or button, you can access the DP builder to modify the DP information.   Figure 6.20: Editing/Creating a DP

2. Learning Design Facilitator   In the Learning Design Facilitator, there are DP Patterns that we have designed for you to copy and use in your own design. Figure 6.21: The DP Patterns in the Learning Design Facilitator Figure 6.22: 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.

6.2.3 Pedagogical Approach

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

The course-level pattern Engineer/Inventor (Engineering Design + Self-directed Learning) has provided the the pedagogical approach details for you. 

Figure 6.24 Learning Design Triangle Section - Pedagogical Approach

Please see the introduction below on how to interact with the LDS to edit/create the pedagogical approach.

1. Editing or Creating a pedagogical approach   By clicking the or button, you can access the area to modify the pedagogical approach information. Figure 6.25: Editing/Creating the Pedagogical Approach

2. Learning Design Facilitator   In the Learning Design Facilitator, there are Pedagogical Approach Patterns that we have designed for you to copy and use in your own design. Figure 6.26: The Pedagogical Approach Patterns in the Learning Design Facilitator Figure 6.27: 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 directly by clicking "COPY" 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.

6.3.1 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.

By using a course-level pattern, the Learning Design Studio (LDS) will recommend and assign relevant CC patterns and the task patterns for you. Next, we’ll take a closer look at how they work.

Reviewing and Revising the Existing CCs

1. How to Name a CC?

💡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.

• Below are the 6 CC patterns provided by the course-level pattern.
  
  • Through 1) brainstorming to 3) identify problem for 4) goal-setting
  • Through 1) discussing essential design elements to 3) ideate solution for 4) self-planning
  • Through 1) collecting feedback to 3) design solution for 4) self-planning
  • Through 1) creating criteria and material lists to 3) construct prototype for 4) self-monitoring
  • Through 1) competition based on the rubrics to 3) test performance of the product for 4) self-evaluation
  • Through 1) analyzing feedback to 3) optimize the product for 4) revision
    
    
• We recommend adding an intended learning outcome to the title of the CC to specify what you aim to achieve in that particular CC.
  
• For example,
  
  • Through 1) brainstorming to 2) identify the unique needs and challenges of the elderly to 3) identify problem for 4) goal-setting
    

6.3.2 Creating Curriculum Components (CCs) Part 2

Reviewing and Revising the Existing CCs

2. Reviewing the CC Patterns and Task Patterns

Figure 6.29: Example of a CC Pattern

Name	Through brainstorming to identify problem for goal-setting
Intended Learning Outcomes	Apply design thinking process - Empathize with users Apply design thinking process - Define design problems Apply self-directed learning strategies (Goal setting) in the learning process
Disciplinary Practice / Pedagogical Approach	Identify problem / Goal-setting
Learning Task(s)	Students observe the scenario of the design problem through stimulus Students discuss the needs of users Students work on identifying the most prominent problem needed to be addressed Students present their findings on user needs to the whole class

• This CC pattern has already provided the backbone of a CC. We now need to modify it to fit our own design by following below steps:

1. 1. Update the name of the CC to include the key intended learning outcome: "Identify the unique needs and challenges of the elderly".
      
      
   2. Link the intended learning outcomes "Identify the unique needs and challenges of the elderly" to the CC.
      
      
   3. Edit and Add the learning task(s) to fit the design.

2.1 Editing a CC

Figure 6.30:  Editing a CC

• By clicking the  button, you can open the CC builder to update the CC details. Please refer to the introduction below for guidance on updating a CC.

Figure 6.31:  The Interface of CC Builder

1. CC Name Through brainstorming to identify problem for goal-setting Through brainstorming to identify the unique needs and challenges of the elderly to identify problem for goal-setting

2. Workflow steps   Figure 6.32: The Workflow Steps of Engineering Design   The workflow steps of Engineering Design are drawn from the Disciplinary Practice (DP) section you completed previously. In this case, we do not need to make changes to "Identify problem".

3. Pedagogical foci   Figure 6.33: The Pedagogical Foci of Self-directed Learning   The pedagogical foci of Self-directed Learning are drawn from the Pedagogical Approach section you completed previously. In this case, we do not need to make changes to "Goal-setting".

4. Linked Intended Learning Outcomes (ILOs)   We need to link the intended learning outcomes "Identify the unique needs and challenges of the elderly face in their daily lives" to the CC   4.1. The Link Button             Figure 6.34: 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.   4.2 Selecting the Appropriate ILOs   Figure 6.35: Linking the ILOs to a CC (2)   Select the intended learning outcomes we want to link to the CC.     4.3 The Alert Icon and Complete Icon   Figure 6.36: 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 soon.   4.4 The Unlink Button   Figure 6.37: Dissociating the ILOs from the CC   You can dissociate a specific ILO from the CC by clicking the  button.

2.2 Updating the Tasks

• You can either add or edit tasks to fit your needs. There are two ways to add a new task: one is by 1) adding a new task from scratch, and the other is by 2) using task patterns. In this section, we will focus on how to use a task pattern to create a task. 

Figure 6.38: Adding a New Task with Task Patterns (1)

Figure 6.39: Adding a New Task with Task Patterns (2)

• By clicking the button, you can view a list of task patterns provided by the Learning Design Facilitator. These suggestions are based on your selected workflow step(s) from the disciplinary practice and the selected pedagogical foci from the pedagogical approach.
  
  
• By clicking the  button, you can explore the details of the targeted task pattern.
  
  
• You can use the targeted task pattern directly by clicking "COPY" button in the pop-up window, or by clicking the  button in the LDS Facilitator. The task pattern details will be auto-filled into the LDS.
  

Figure 6.40: A Newly Added Task Using Task Pattern

• The newly added task will appear at the bottom of the CC. You can click the button to edit the task details. We will use this example to explore the task builder.

Figure 6.41: Interface of the Task Builder

• Please read the introduction below to guide you in setting up a task.

Item	Example
1. Task Information   Provide a clear task title and description for a learning task.   Figure 6.42: Task Information	Task title: Students work on identifying the most prominent problem needed to be addressed.   Description:   You may update the task information to make it more meaningful for the learning design. Task title: Students work on identifying the most prominent problem faced by the elderly that needs to be addressed.   Description: Students will analyse the needs of the elderly based on the previous brainstorming learning tasks.
2. Stage   Is this a pre-class, in-class, or after-class task?   Figure 6.43:  Stage	Select In-class
3. Task Type   Please refer to Chapter 2.6 - Task Taxonomy for more details.   Figure 6.44: Task Type	Construction: Conceptual / Visual Artefacts
4. Duration   How long is the task? Figure 6.45: Duration	Update to an appropriate duration, such as 30 minutes.
5. Delivery Mode   Possible Options: Face-to-Face (Inside Classroom, Outside Classroom) Online (Synchronous, Asynchronous) Hybrid  Figure 6.46: Delivery Mode	Inside Classroom
6.  Social Organization   Possible Options: Whole Class Group Individual Peer Figure 6.47: Social Organization	Group, Size: 5
7. Feedback Provider    You can select more than one feedback providers. Teacher Peer Self Others   Figure 6.48: Feedback Provider	Select Teacher
8. Assessment   Figure 6.49: 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 Identify the unique needs and challenges that elderly face in their daily lives.
9. E-learning Tool   Figure 6.50: 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, to encourage idea sharing in class, you can use the Forum tool.   You can remove the suggested e-learning tools that are not appropriate for your use.
10. Resources Figure 6.51: 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 rubrics for grading the assessment.   You can remove the suggested resources that are not appropriate for your use.

Figure 6.52: Preview of the Updated Task

• You can see that the updates have taken effect in the task preview.

Figure 6.53: Preview of the CC

• The LDS will remind you to assign assessments to any unassessed learning outcomes within the CC.
  
  
• After an assessment is assigned to a specific learning outcome, the alert icon will change to complete icon .
  
  
• Please remember to ensure that all linked intended learning outcomes are assessed in each curriculum component. 

 2.3 Moving a Task

Figure 6.54: Moving a Task (1)

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

Figure 6.55: Moving a Task (2)

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

6.3.3 Creating Curriculum Components (CCs) Part 3

Reviewing and Revising the Existing CCs

3. Creating a New CC from CC Patterns

Figure 6.56: Adding a New CC from the CC Patterns (1)

• Since this learning design focuses on creating a product for the elderly, your colleague may argue that brainstorming alone is insufficient. They might recommend adding an interview section to foster a user-centered mindset. In this case, CC Patterns can offer a quick and practical solution.
  
  

• To retrieve the task pattern related to conducting client interviews, you can select "Identify problem" for the workflow steps and "Goal-setting" for the pedagogical focus in the Learning Design Facilitator. It will then recommend relevant task patterns for you. You can click the button to explore the details of the task pattern "Interviewing client for goal-setting".
  
  

  

  Figure 6.57: Adding a New CC from the CC Patterns (2)
  
  

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

• Please refer to the instructions under 2. Reviewing the CC Patterns and Task Patterns to update your newly created CC.

* You can continue adding more tasks to complete your Curriculum Component (CC), and add additional CCs to finalize your course design by repeating the steps mentioned above.

Additional: Information Window, and Header

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

Item	Description	Example
1. Information Window	Figure 6.58: 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 6.59: Example of a Curriculum Component Sequence   Total Learning Time: 325 min It includes the time spent on all pre-class, in-class, and after-class activities.  Designed Total In-Lesson Time: 220 / 240 min 220 min is the time spent on in-class activities. 240 min is the possible in-class time allocated for this course  Expand all Expand all the CC items to see the details  Collapse all Collapse all the CC items to hide the details