Learning Design Studio User Guide 1. Preface 1.1 CITE Introduction       Visit the Website Overview The Centre for Information Technology in Education (CITE) was established in June 1998 to provide intellectual leadership and support to promote the use of information and communication technology (ICT) for quality education in Hong Kong.   CITE supports several quality academic programmes coordinated by the Faculty of Education. These programmes are offered to teachers, educators ,and education-related professionals to meet their increasing needs and interests in further pursuing their studies. It is hoped that these professionals can be equipped with necessary academic and professional knowledge about IT in education.   In addition, the Centre provides in-service professional development training to teachers and principals in the use of IT in teaching and learning.  Besides, CITE is also committed to providing consultancy services to the community on various aspects of the development of the educational use of IT.  The goal is to establish close connections with the education, technology ,and business sectors of the community at large. Vision CITE carries a vision to become a Centre of Excellence in the area of IT in education. Mission To stimulate and undertake research and development projects ,and to disseminate the research products and findings to the education community both locally and internationally. To provide quality in-service teacher/principal education programs for the upgrading and retraining of school teachers/principals so that they will be capable of integrating IT in their teaching practices and strategic school planning. To establish links and partnerships locally and internationally to further  strengthen and enhance CITE's profile and image internationally. 1.2 IDEALS Introduction Intelligent DEsign-Aware Learning analytics empowered 21C Learning & Teaching System (IDEALS) is an intelligent system designed to enhance learning and teaching experiences. Watch this video to know more about  IDEALS . Starting September 2025, the  IDEALS platform   is available for public subscription , empowering educators—especially primary and secondary school teachers—to create structured, outcome-aligned learning experiences.  Click here to subscribe! Figure 1.1 Workflow of IDEALS Click here to subscribe! Two main platforms of  IDEALS have been well-known by our users: Learning Design System (LDS)   and  Interactive Learning and Assessment Platform (iLAP) . The last part of the system is the Design-aware Learning Analytics and Visualization (DLAV) . Through a suite of learning analytics plug-ins, it supports learning design evaluations  and refinement recommendation for teachers. Learning Design Studio (LDS)  is a pedagogically grounded productivity and collaboration platform for professionals in the Learning Design (LD), Learning Analytics (LA), and Education communities (particularly those interested in using LD to support Teacher Inquiry of Student Learning (TISL)).   The platform provides users with easy-to-use  learning design patterns for various subjects, supplemented by guidance on setting learning outcomes, curriculum components and visual analysis on learning design.             Interactive Learning and Assessment Platform (iLAP) serves as a versatile learning management system that can be accessed by both teachers and students. The LDS and the iLAP are interconnected, enabling the selected tools in the LDS to be conveniently transferred into usable tools on the iLAP, which then collect student learning data for learning analysis. 2. Learning Design Triangle (LDT) 2.1 Introduction Introduction to the Learning Design Triangle (LDT) Figure 2.1: The Learning Design Triangle (LDT) The Learning Design Triangle (LDT) is a conceptual framework developed to help educators create effective and coherent learning experiences of learners. It emphasizes the integration and alignment of three core elements:  Intended Learning Outcomes Disciplinary Practice Pedagogical Approach This alignment enables educators to Plan purposeful curriculum units Reflect on their teaching strategies Continuously improve student learning by connecting learning tasks with clear goals and real-world relevance The details of the three core elements of LDT — Intended Learning Outcomes, Disciplinary Practice, and Pedagogical Approach —along with their application to Curriculum Components and Learning Tasks , will be explored in the following sections in this chapter. Reference: Law, N., & Liang, L. (2020). A multilevel framework and method for learning analytics integrated learning design.  Journal of Learning Analytics ,  7 (3), 98-117. 2.2 Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs) Intended Learning Outcomes (ILOs) indicate what students are expected to achieve as a result of the learning process . They serve as a foundation for the entire learning design process, guiding the design of learning tasks and assessments. Guide to Writing Intended Learning Outcomes How to Write Effective Intended Learning Outcomes? A well-written ILO is essential for effective learning and teaching. Key features include: Feature Description Example Student-centred Describe what learners will achieve, not what the teacher will teach. ❌ The teacher will introduce the main stages of the water cycle.   ✅ Explain the main stages of the water cycle. Measurable Specify outcomes that can be observed and assessed. ❌ Write a good essay.   ✅ Write a persuasive essay with a clear thesis and supporting arguments. Specific Clearly define the knowledge, skills, values, or attitudes that learners are expected to achieve. ❌ Understand the history of World War II.   ✅ Identify the key causes of World War II. Appropriate difficulty Achievable but challenging for most target learners. ❌Provide a summary of all the main arguments discussed in the debate.   ✅ Summarize two key arguments presented during the debate. The Four Categories of Intended Learning Outcomes in the Learning Design Studio  Category Description Example Disciplinary Knowledge The core concepts, theories, facts, and frameworks that are recognized and developed within a particular field or area of study. Identify the simple past tense as verbs for past events. Disciplinary Skills The specific techniques, methods, and competencies associated with a particular field or area of study. Construct sentences about yesterday’s activities using the simple past tense. Generic Skills The broad abilities that help people succeed in education, work, and daily life, regardless of a particular field or area of study. Apply effective communication strategies to share ideas with others. Values and Attitudes The beliefs, principles, and dispositions that guide a person's behavior, decision-making, and interactions with others. Demonstrate openness by considering new perspectives and adapting to challenges. Writing Cognitive Learning Outcomes using Bloom’s Taxonomy When designing your Intended Learning Outcomes (ILOs), it is recommended to use Bloom’s Taxonomy, a widely recognized framework that aids educators in formulating clear and measurable learning outcomes. Bloom’s Taxonomy categorizes cognitive skills into different levels—such as remembering, understanding, applying, and analyzing—ensuring your ILOs comprehensively address key aspects of student learning. Figure 2.2: Bloom’s Taxonomy of the Cognitive Domain Bloom’s Taxonomy breaks learning into six cognitive levels: Bloom's Level Example of ILOs 1. Remember - Recall facts List the main stages of the water cycle. 2. Understand - Explain ideas Describe how water moves through each stage of the water cycle. 3. Apply - Use knowledge in new situations Illustrate the water cycle by matching real-life weather events to each stage. 4. Analyze - Draw connections among ideas Compare the processes of the water cycle in different climates and environments. 5. Evaluate - Make judgments Evaluate the effects of pollution on the water cycle. 6. Create - Produce original work Design a simple model to demonstrate the water cycle. Reference Arkansas State University. (n.d.).  Bloom's revised taxonomy: Cognitive, affective, and psychomotor . https://www.astate.edu/a/assessment/assessment-resource-links/files/Revised-Bloom%20s-Taxonomy-All-Domains.pdf 2.3 Disciplinary Practice (DP) Disciplinary Practice (DP) Disciplinary Practice (DP) refers to the specific ways of thinking, doing, and creating that are characteristic of a particular field or profession . It situates learning within authentic contexts that reflect how knowledge and skills are applied in the real world. Within any discipline, there are explicit workflow steps that guide how professionals manage and complete tasks . To integrate the DP into the K-12 learning context, we have simplified the workflows to create DP Patterns for use in the Learning Design Studio. Please see the examples below. Disciplinary Practice Role of Learner Details Engineering Design Engineer, Inventor Description The disciplinary practice of 'Engineering Design' supports our young learners to apply their knowledge and skills in developing effective solutions to real-world problems. Like engineers and inventors, learners will engage in identifying problems, then ideate, design, create, and optimize solutions to address those challenges.   Workflow steps Identify the problem Generate ideas for solutions Design the solution Construct a prototype Test the prototype's performance and optimize the product Writing a News Report Journalist Description The disciplinary practice of ‘Writing a News Report’ supports our young learners in engaging with the inquiry-based process of writing . Like journalists, learners must collect and verify information, organize their findings logically, and write in an objective and impartial tone to create a timely, factual, and engaging report that helps audiences understand current events and issues.   Workflow steps Identify the writing purpose, target audience, and key features of a news report Research, collect and organize information for the news report Draft the news report and fact-check the content Conduct peer and self assessment Revise and publish the news report Mock Legislative Procedure Legislator Description The disciplinary practice of 'Mock Legislative Procedure' supports our young learners in collaboratively drafting legislation that addresses specific issues. Like legislators, learners engage in researching background information, analyzing the interests and impacts of various parties, and drafting legislative proposals. Through constructive collaboration, they work to reach consensus and develop legislation that incorporates ideas from different stakeholders.   Workflow steps Identify aims through exploration: gather background information , understand the functions of the role, and clarify the purposes of the council meeting Research as an expert: search for information and  focus on deepening understanding Prepare and share the first draft for mutual understanding, evaluation, and revision: propose measures suggested by stakeholders' representatives Conduct constructive and rational discussions to reach consensus Reach consensus and produce a collaborative output Performance Production Performer, Entertainer Description The disciplinary practice of 'Performance Production' supports our young learners in transforming literature into engaging performances. Like performers and entertainers, learners will engage in reading and analyzing literature, developing scripts, collaborating in rehearsals, and performing for audiences to produce a compelling and expressive performance that effectively communicates the themes and messages of the literature.   Workflow steps Determine the script Prepare for the show Rehearse Perform the show Receive audience feedback Scientific Investigation Scientist Description The disciplinary practice of 'Scientific Investigation' supports our young learners in exploring the natural world and developing evidence-based explanations. Like scientists, learners will engage in formulating inquiry questions, proposing hypotheses, designing and conducting experiments, and using logical reasoning to draw informed conclusions that deepen their understanding of scientific phenomena and processes.   Workflow steps Formulate an inquiry question Research and propose a hypothesis Design an experiment Conduct the experiment Analyse data and interpret results 2.4 Pedagogical Approach A pedagogical approach refers to the method or strategy that a teacher uses to deliver instruction and facilitate learning. It encompasses the underlying beliefs, techniques, and practices employed to help students acquire knowledge, skills, and values. One approach we promote is  Self-directed Learning (SDL). Figure 2.3: Self-directed Learning (SDL) Self-Directed Learning (SDL) is recognized as an important approach for developing life and career skills that prepare students for further education and the workforce.   SDL has two key characteristics:   Personal Responsibility:   Students are expected to take ownership of their learning. This means they set their own learning goals and accept responsibility for their thoughts and actions. They make decisions about what and how to learn, maintaining control over many aspects of their learning process. Social Interaction:   Even though SDL focuses on personal responsibility, learning typically happens in a social setting. Students interact with teachers and other learners, which can enhance understanding and spark further interest in the subject. SDL involves negotiation between the teacher and learners about learning goals, methods, activities, and assessments. This dynamic teaching-learning process empowers students to take charge of their own learning while collaboratively engaging with teachers and peers to achieve deeper understanding and meaningful outcomes.  Key Components and Indicators of SDL The operational framework of SDL includes five essential components: goal setting, self-planning, self-monitoring, self-evaluation and revision.  SDL Components Description 1. Goal-setting Students identify own learning goals and learning activities. 2. Self-planning Students regulate and plan the detailed decisions and arrangements related to their own learning, such as creating a schedule outline and planning tasks. 3. Self-monitoring Students self‐manage their own time. Students monitor own  their  own repertoire of learning strategies. Students adjust their own learning pathway as they progress. 4. Self-evaluation Students are aware of the assessment criteria. Students critically evaluate their work according to the set criteria. 5. Revision Students revise their work based on the feedback received from their teachers or peers at various stages. Students reflect on their own learning and apply what they have learnt to new contexts. Reference Hew, K. F., Law, N., Wan, J., Lee, Y., & Kwok, A. (2016). Self-directed learning in science education: Explicating the enabling factors. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.),  Transforming learning, empowering learners: ICLS conference proceeding  (Vol. 2, pp. 761–768). Singapore: International Society of the Learning Sciences. Knowles, M. S. (1975).  Self-directed learning: A guide for learners and teachers. Chicago, IL: Follet. 2.5 Curriculum Component Sequence Figure: 2.4 An Illustration of the Learning Design Triangle and the Curriculum Component Sequence From Sections 2.2 to 2.4, you have explored the three elements of the Learning Design Triangle , which together provide the contextual framework for anchoring the entire learning design. In this section, we will examine the Curriculum Component (CC) Sequence , which serves as a bridge between the abstract Learning Design Triangle and the concrete learning and assessment tasks. The CC Sequence guides learning designers in gradually transforming overarching design concepts into actionable teaching practices. In the following section, we will explore examples of learning designs for both a STEAM subject and a language subject . This will help you gain a better understanding of what a Curriculum Component Sequence is and how it connects to the Learning Design Triangle. 2.5.1 Curriculum Component Sequence Example - A STEAM Course In this section, we will explore how to transform the elements of the Learning Design Triangle (LDT) into a Curriculum Component (CC) Sequence for a STEAM course. Considering that we are designing a course titled  "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" . 1. The Learning Design Triangle Figure 2.5: The Learning Design Triangle of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" To anchor the learning design within a contextual framework, we will use the Learning Design Triangle to define the intended learning outcomes, disciplinary practices, and pedagogical approach.   2. The Curriculum Components Sequence  Figure 2.6: The Curriculum Component Sequence of "Factors affecting Rate of Photosynthesis: Learning through Scientific Investigation" To make the learning process more manageable, we divide it into distinct phases within the learning design, guided by the workflow steps of disciplinary practice. Each phase targets a specific set of learning outcomes and is supported by the pedagogical focus of the chosen approach, such as self-directed learning. In the Learning Design Triangle framework, we use Curriculum Component to structure and organize each phase of learning around targeted outcomes. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence . 3. Assign learning tasks to each Curriculum Components To put the Curriculum Components into practice, we need to assign learning tasks and assessments to enhance and evaluate learners’ development in knowledge, skills, or values. Figure: 2.7 Task Sequence within a Curriculum Component Now, we will explore an example of a Curriculum Component (CC) focused on the "goal-setting" phase. CC Name A CC name is formed by combining four components.   Focal task(s) : Observation and discussion tasks Main intended learning outcome : Discover possible factors that affect the rate of photosynthesis Workflow step(s) of a disciplinary practice : F ormulate an inquiry question   Focus or foci of the pedagogical approach : Goal-setting   E.g.  Through observation and discussion tasks to   discover possible factors that affect the rate of photosynthesis  to formulate an inquiry question for goal-setting Linked Intended Learning Outcomes ILO1:  Understand factors affecting the rate of photosynthesis ILO2: Understand the mechanism of of photosynthesis ILO3: Apply the process of scientific investigation to construct scientific knowledge Workflow Step of Disciplinary Practice  Scientific Investigation－Formulate an inquiry question Pedagogical Focus  Self-directed Learning - Goal-setting Learning Tasks   * Each task type has a representative color.       Observe plant growth conditions and interview others about environmental factors affecting plant growth       Share outcomes and discovery after observations and interviews       Compare findings with peers and consolidate new insights       Watch a video about photosynthesis       Synthesize the information collected to propose factors affecting rate of photosynthesis and formulate an inquiry question for further investigation   The tasks in a CC: A task can be both a learning task and an assessment. A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding. The introduction of the task types will be covered in Chapter 2.6 - Task Taxonomy . 🌟 The link to the learning design of this sample course. 2.5.2 Curriculum Component Sequence Example - A Language Course In this section, we will explore how to transform the elements of the Learning Design Triangle (LDT) into a Curriculum Component (CC) Sequence for a language course. Considering that we are designing a course titled "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity " . 1. The Learning Design Triangle Figure 2.8: The Learning Design Triangle of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity" To anchor the learning design within a contextual framework, we will use the Learning Design Triangle to define the intended learning outcomes, disciplinary practices, and pedagogical approach.   2. The Curriculum Components Sequence  Figure 2.9: The Curriculum Component Sequence of "Inquiry-based Curriculum Unit that Cultivates Students' Expository Skills and Creativity" To make the learning process more manageable, we divide it into distinct phases within the learning design, guided by the workflow steps of disciplinary practice. Each phase targets a specific set of learning outcomes and is supported by the pedagogical focus of the chosen approach, such as self-directed learning. In the Learning Design Triangle framework, we use Curriculum Component to structure and organize each phase of learning around targeted outcomes. The collection of curriculum components that represents all phases of learning in a course is called a Curriculum Component Sequence . 3. Assign learning tasks to each Curriculum Components To put the Curriculum Components into practice, we need to assign learning tasks and assessments to enhance and evaluate learners’ development in knowledge, skills, or values. Figure: 2.10 The Task Sequence within a Curriculum Component Now, we will explore an example of a Curriculum Component (CC) focused on the "goal-setting" phase. CC Name A CC name is formed by combining four components.   Focal task(s) : Preparing problem identification reports with the help of AI Main intended learning outcome : Understand the United Nations Sustainable Development Goals (SDGs) Workflow step(s) of a disciplinary practice : Identify the problem to be addressed by the new product Focus or foci of the pedagogical approach : Goal-setting   E.g. Through preparing problem identification reports with the help of AI  to understand the Sustainable Development Goals (SDGs), and to identify the problem to be addressed by the new product for goal-setting Linked Intended Learning Outcomes ILO 1: Understand key features of expository writing and different expository techniques  ILO 2:  Understand the United Nations Sustainable Development Goals (SDGs) ILO 3: Apply different expository techniques in writing and speaking (e.g. presentation and pitching) to enhance communication Workflow Step of Disciplinary Practice  Engineering Design－Identify the problem  Pedagogical Focus  Self-directed Learning - Goal-setting Learning Tasks   * Each task type has a representative color.       Watch a video about the Sustainable Development Goals and answer questions       Read and discuss sample problem identification reports       Use different AI tools to collect information       Write problem identification reports       Discuss and improve the assessment criteria provided by the teacher       Present the problem identification in groups       Peer evaluate group presentations and problem identification reports       Reflect on the learning process   The tasks in a CC: A task can be both a learning task and an assessment. A well-formulated task sequence helps build knowledge and skills step-by-step while enabling ongoing assessment of student understanding. The introduction of the task types will be covered in Chapter 2.6 - Task Taxonomy . 🌟 The link to the learning design of this sample course. 2.6 Task Taxonomy The Learning Design Studio (LDS) provides a  well-structured ontology of 12 task types , grouped under four categories: 1) Directed Learning, 2) Exploratory Learning, 3) Productive Learning, and 4) Reflective Learning . These task types help make explicit the nature and intent of the learning experiences planned for students, ensuring a balanced and purposeful approach to learning design. Directed Learning Receiving & Interpreting Information  Students undertake prescribed activities to acquire information and develop an understanding of a topic.   STEAM Subject: Watching a video on photosynthesis Reading a textbook chapter about photosynthesis  Language Subject: Reading a news report Watching a micro movie Practice Students work through prescribed tasks to apply learnt content/ skills.   STEAM Subject: Labelling the parts of a plant cell with flash cards Completing the questions about photosynthesis in the H5P interactive video Language Subject: Practicing pronunciation of new vocabularies in pairs Writing sentences using newly learned past tense verbs Test / Assessment Students take part in assessment activities.   STEAM Subject: Completing a lab report Taking a quiz on photosynthesis Language Subject: Analysing an article and respond to questions about its content Having a spelling test on the week's vocabularies Exploratory Learning Information Exploration Students seek out and gather existing information from various sources to deepen their understanding of a topic.   STEAM Subject: Asking an AI chatbot for information about the rate of photosynthesis Benchmarking existing thermal bags online to inform a new design Language Subject: Researching common vocabulary in news reports online Using AI tools to analyze the tone and style of a news report Explorations through Conversation Students engage in exploration of issues with others through conversations.   STEAM Subject: Interviewing clients to identify product needs Discussing variables for a fair photosynthesis experiment Language Subject: Interviewing stakeholders about community issues Discussing findings from the interview script Tangible / Immersive Investigation Students conduct hands-on investigations in physical or virtual settings, generating new data through experiments, surveys, or direct observation.   STEAM Subject: Conducting an experiment to collect data on the rate of photosynthesis Playing with simple circuits to explore electricity flow Language Subject: Exploring a virtual museum with VR to learn about history and related vocabulary Visiting the supermarket to learn vocabulary related to daily life Productive Learning Construction: Conceptual / Visual Artefacts Students work individually or together to construct a conceptual, visual artifact.   STEAM Subject: Creating a mind map on photosynthesis using information from the internet Designing an experiment plan Language Subject: Creating the writing outline of the news report Using AI to develop evaluation criteria for a news report Construction: Tangible / Manipulable Artefacts  Students work individually or together to construct a tangible, manipulable artifact.   STEAM Subject: Building a prototype of a thermal bag Building a digital thermometer with a micro:bit. Language Subject:  Writing a news report based on an outline Creating a storybook using generative AI Presentation, Performance and Illustration  Students present, illustrate or perform individually or in group.   STEAM Subject: Presenting scientific findings from experiments Displaying a thermal bag prototype in a competition Language Subject:  Presenting a news report Screening a post-edited micro movie Reflective Learning Reflection Students engage in reflecting on the learning process & experience and making the thoughts explicit.   STEAM Subject: Reflecting on the previous scientific investigation process and identifying its shortcomings Writing a journal entry about challenges faced during the prototype development Language Subject: Reflecting on the pros and cons of using AI to create a storyboard for a micro movie Writing a reflection on the process of composing a news report Revision Students are given an opportunity to re-submit a piece of work, hence giving them a chance to reflect and improve.   STEAM Subject: Revising the thermal bag prototype Revising the experimental plan for a scientific investigation Language Subject:  Revising the content of a news report Revising the script of a micro movie before final filming Self- / Peer- assessment Students engage in peer- and/ or self- assessment (using self-generated or teacher-provided rubric)   STEAM Subject: Using well-designed criteria to self- and peer-assess prototypes of thermal bags Using well-designed criteria to self- and peer-assess experimental plans for scientific investigations Language Subject:  Using well-designed criteria to self- and peer-assess news reports Using well-designed criteria to self- and peer-assess storyboards for micro movies 2.7 Supplementary Learning Resources Publications Chen, D., Liang, L., & Law, N. (2022). Navigating Multilevel Challenges in Learning Design: An Investigation of Novice Designer Teams’ Learning Trajectory International Journal of Mobile Learning and Organisation. Retrieved from  https://www.inderscience.com/admin/ospeers/getInProduction.php?id=106381&fid=15028&fromonsusy=yes Li, Herrera, L.F., Liang, L. & Law, N. (2022). An outcome-oriented pattern-based model to support teaching as a design science.  Instructional Science,    50 , 111-142. doi:10.1007/s11251-021-09563-4. Retrieved from  https://link.springer.com/article/10.1007/s11251-021-09563-4 Law, N., & Liang, L. (2020). A Multilevel Framework and Method for Learning Analytics Integrated Learning Design.  JOurnal of learning analytics, 1 (1). Retrieved from  https://learning-analytics.info/index.php/JLA/article/download/6828/7535 Law, N., Li, L., Herrera, L. F., Chan, A., & Pong, T. C. (2017). A pattern language based learning design studio for an analytics informed inter-professional design community. Interaction Design & Architecture(s), (33), 92-112. Retrieved from  http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/33_5.pdf 3. Learning Design Studio (LDS) 3.1 UI Overview and Terminology Welcome to the Learning Design Studio (LDS) ! Starting with this chapter, you will begin exploring the LDS interface and features to create your own learning design. Main User Interface Overview Figure 3.1: Main User Interface The main navigation items are summarized in the table below. You can find more detailed instructions for each feature in the specific tutorial chapters. Figure 3.2: Navigation Item Description Tutorial 1. Languages The LDS currently supports English, Traditional Chinese, and Simplified Chinese. N/A 2. User Guide A simple navigation to the LDS. N/A 3. My Library You can access and manage your learning designs in one place. Create new designs, edit existing ones, and easily view designs shared with you by others. Ch 4-9 4. Groups You can create groups for your school or organization, invite members to join, and collaboratively share and co-create learning designs. Ch 10 5. Notifications You will receive a notification when there are important updates or invitations from the group. N/A 6. Profile You can update your email address and display name in the LDS. N/A Learning Design Interface Overview When you enter the Learning Design section, the user interface is divided into three panels: Left panel: Navigation menu Middle panel: Main interface Right panel: Learning Design Facilitator (LDF) and Information Window Figure 3.3 Panel-Based Interface You can drag the edge of a panel to resize it, or click the button to collapse or expand the panel. 3.2 Learning Design Facilitator and Information Window What is Learning Design Facilitator (LDF)? To help you create your learning design, the IDEALS team has developed the Learning Design Facilitator (LDF) , which includes both the LDS Assistant and Chatbot . The table below provides an overview of the LDF’s user interface. Figure 3.4: Interface of Learning Design Facilitator (1) LDS ASSISTANT When creating a learning design in the LDS, you will work through multiple phases: course level, curriculum component level, and task level. The LDS Assistant provides instructions and tips tailored to your current phase and acts as an interface for accessing the LDS Pattern Library, which offers well-defined templates for you to use in each phase. Further details about the LDS Pattern Library will be introduced in the next section. Figure 3.5: Interface of Learning Design Facilitator (2) CHATBOT This AI-powered chatbot can answer your questions, provide suggestions, and support you throughout the learning design process. For example, you can ask for guidance in formulating intended learning outcomes or request feedback on your own ideas in the learning design. To start a new conservation with the chatbot, you can click the "+" button.       Figure 3.6: Access to Learning Design Facilitator Sometimes, you may see the   button in different locations, such as next to the Intended Learning Outcomes. Please feel free to click on it to request feedback . What is Information Window? Figure 3.7: Interface of Information Window The Information Window is located in the top right corner. It displays the key information you have inputted or visualizes your learning design. When your learning design becomes more complex, this feature becomes especially valuable, helping you review existing elements and make informed decisions throughout the design process. 3.3 Pattern Library 🌟 For guidance on using the Pattern Library, refer to  Chapter 6 - Create a New Design from Patterns To better support creating a learning design, the IDEALS team developed the Pattern Library, which  provides pre-defined, hands-on resources for IDEALS users. Please be aware of this   button. When you see it, the Learning Design Studio can offer patterns for you to use. 1. Course-level Patterns Figure 3.8: Course-level Patterns The LDS provides course-level patterns that offer most of the information needed to complete the learning design for a specific topic, such as engineering design. Each course-level pattern includes intended learning outcomes, a disciplinary practice and a pedagogical approach, a curriculum component sequence, and learning tasks. 2. Curriculum Component Patterns Figure 3.9: Curriculum Component Patterns The LDS provides curriculum component patterns. Each pattern recommends a sequence of tasks for a specific phase of learning, designed to scaffold student learning. 3. Task Patterns   Figure 3.10: Task Patterns The LDS provides task patterns. Each pattern specify the details of each task—such as task type, delivery mode, e-learning tool, and learning resources. 4. Intended Learning Outcomes (ILOs) Patterns   Figure 3.11: Intended Learning Outcomes Patterns The LDS provides intended learning outcome patterns for all four categories of ILOs across different subjects. 5. Disciplinary Practice (DP) Patterns   Figure 3.12: Disciplinary Practice Patterns The LDS provides disciplinary practice patterns such as Engineering Design and Scientific Investigation. 6. Pedagogical Approach (PA) Patterns   Figure 3.13: Pedagogical Approach Patterns The LDS provides pedagogical approach patterns such as Self-directed Learning. 4. Creating a New Design 4.1 Creating a Learning Design In the LDS, there are three ways to create a learning design: Figure 4.1: My Library Starting from Scratch ( Tutorial ) This approach is ideal for users who want full control and a deeper understanding of every aspect of creating a  learning design. By building each element yourself, you’ll become familiar with all the options and features the LDS offers. Even when you choose to start from scratch, the LDS remains flexible by providing many suggested patterns at different levels and aspects to guide your learning design process. Starting from Patterns ( Tutorial ) This approach is recommended for beginners or anyone seeking a quicker setup. As mentioned in Ch3.3 Pattern Library , course-level patterns provide ready-made structures of learning designs, making the process easier and more efficient. Currently, the LDS provides five course-level patterns: Engineer/Inventor : Engineering Design + Self-directed Learning Scientist : Scientific Investigation + Self-directed Learning Journalist : Writing a News Report + Self-directed Learning Legislator : Mock Legislative Procedure + Self-directed Learning Performer/Entertainer : Performance Production + Self-directed Learning Importing an Existing Design ( Tutorial ) If you have a learning design that was previously created in the LDS, or if someone has shared a design with you, you can import it directly. This is useful for reusing and revising existing content. 5. Creating a New Design from Scratch 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 button to 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. 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.   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 6. Creating a New Design from Patterns 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 button to 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: Update the name of the CC to include the key intended learning outcome:  "Identify the unique needs and challenges of the elderly" . Link the intended learning outcomes  "Identify the unique needs and challenges of the elderly" to the CC. 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 7. Reviewing a Learning Design with Analytics 7.1 Reviewing the Course Overview The Course Overview section provides a one-page summary of your learning design. Figure 7.1 Course Overview Section You can click the buttons under the "Quick Navigation"   to review the content of course information, intended learning outcomes, disciplinary practice, pedagogical approach, curriculum components, and lessons. You can also print this summary for easy reference. 7.2 Visiting the Designer Dashboard To support the analysis of your learning design, the Learning Design Studio (LDS) provided the Designer Dashboard featuring visualisations such as pie charts and heatmaps to illustrate how learning tasks interact with the overall design. It offers summary statistics to help users quickly identify patterns and imbalances in their design. Building on these insights, the dashboard will provide targeted feedback to guide further enhancements. 🌟 For guidance on the learning tasks, refer to Chapter 2.6 - Task Taxonomy . A quick recap about the 4 types of task categories: Directed Learning , Exploratory Learning , Productive Learning , Reflective Learning How can we ensure that students engage with different types of learning tasks to optimize their learning experience? Figure 7.2: Designer Dashboard (1) Distribution of time spent on learning task types ：   The total duration of learning time is 445 min. 415 min (i.e.93%) out of this total duration is in-class time. Top 3 learning time task types are Presentations, Performance Illustrations (38%), Explorations through Conversation (20%),and Construction: Tangible / Manipulable Artifacts (13%). This analysis focus on the time spent on learning task types. It shows the ratio of in-class to out-of-class activities. It also highlights the top task types through both text descriptions and color-coded segments in the pie chart, helping you quickly understand the overall distribution of learning tasks.   How can we ensure a comprehensive student learning experience by providing a balanced range and frequency of different learning tasks? Figure 7.3: Designer Dashboard (2) Distribution of number of learning task types： The total no. of learning tasks is 27, with 9 task types in this course. The learning task type: Construction: Conceptual / Visual Artefacts is used most frequently, with 6 tasks belonging to this category. Practice, Test / Assessment, and Reflection are absent in the design.   Suggestion： Teachers can consider adding learning tasks related to “test/assessment” to evaluate students’ understanding and proficiency in the subject matter. Teachers can consider adding learning tasks related to “reflection” to enhance students’ metacognitive process. Teachers can consider adding learning tasks related to “practice” to allow students to reinforce their skills and knowledge through repeated application. This analysis focuses on the number of learning task types. It shows which task types are dominant and which are absent in the overall design. Additionally, it provides actionable feedback on adding specific tasks to enhance the design. How can we design our assessment strategy to foster a more holistic development of skills, ensuring we evaluate not just application, but also analysis, evaluation, and creation? Figure 7.4: Designer Dashboard (3)     Heatmap of time spent on assessment tasks - LO level vs task category： Most assessment time (49%) occurs in Presentations, Performance Illustrations. Most assessment time in relation to knowledge and skills is spent on examining how students Apply learning content/things. Suggestion： Teachers can consider adding assessment tasks to examine how students Analyze learning content/things. Teachers can consider adding assessment tasks to examine how students Evaluate learning content/things. Teachers can consider adding assessment tasks to examine how students Create learning content/things. This analysis works by mapping the time spent on different types of assessment tasks against various levels of learning outcomes. By visualizing this relationship, it helps identify which cognitive skills and affective skills are being most frequently assessed and which may be underrepresented. This insight enables educators to make informed decisions about how to diversify and balance their assessment strategies, ensuring that students are evaluated across a broader spectrum of learning outcomes—from basic understanding to higher-order thinking skills such as analysis, evaluation, and creation. How can we ensure our use of social organization—individual, group, or whole class—is strategically matched to the cognitive demands of the task？ Figure 7.5: Designer Dashboard (4)     Heatmap of time spent on all tasks - social organization vs task type： The social organization of most activities is in the format of Group. For group activities, most time is spent on Explorations through Conversation. For individual activities, most time is spent on Receiving & Interpreting Information, and Self-/Peer-assessment For Whole class activities, most time is spent on Presentations, Performance Illustrations Suggestion： Teachers can consider using Think-Pair-Share to enhance cooperative learning. This analysis examines how time is distributed across different task types within various social organization formats. It reveals which tasks dominate in each social setting and highlights opportunities to diversify engagement methods.  How do you select different task types when designing assessment for each learning outcome? Figure 7.6: Designer Dashboard (5)   This diagram illustrates how each intended learning outcome is evaluated with what type of learning task, helping you identify gaps and ensure a balanced variety of assessment approaches across all outcomes. How do you organize your lesson time with respect to disciplinary practices and your chosen pedagogical approach? Figure 7.7: Designer Dashboard (6) - Disciplinary Practices Figure 7.8: Designer Dashboard (7) - Pedagogical Approach     The two diagrams above illustrate how the workflow steps of disciplinary practice and the pedagogical focus of the chosen pedagogical approach are arranged within your learning design. Additionally, the dashboard shows both the total time allocated for all learning tasks and the specific time dedicated to in-class activities, helping to ensure that the out-of-class workload remains manageable. 8. Confirming the iLAP Section Arrangement 8.1 iLAP Section Arrangement If you are subscribed to IDEALS, you can convert your completed learning design into a practical online course on the IDEALS Learning Management Platform (iLAP). ( Click here to subscribe! ) Figure 8.1: iLAP Section Arrangement We offer two modes for the conversion: Curriculum Component (CC) mode and Lesson mode. You can switch between the two modes at any time by clicking the button in the top-right corner, without losing any data. In CC mode, the system automatically creates course sections based on your curriculum components, so no additional effort is required. In Lesson mode, you manually build course sections, arranging learning tasks into individual lessons—similar to a traditional lesson plan. Demonstration of the Lesson Mode Figure 8.2: Lesson Mode - Add a New Lesson You can click the "A NEW LESSON" button to create an empty lesson block for assigning learning tasks later. Figure 8.2: An Empty Lesson Block Adding a Task to a Lesson Figure 8.3: Adding a Task to a Lesson (1) By clicking the button next to "Pre-class" "In-class" or "After-class", a pop-up window will appear, allowing you to view the created curriculum components and learning tasks. Figure 8.4: Adding a Task to a Lesson (2) You can select the appropriate learning task(s) by clicking the checkbox in the top-right corner of each task. Then, click the "LINK SELECTED TASK(S)" button to assign the selected tasks to the targeted lesson. Revising and Rearranging a Task Below is a sample overrun lesson. We will need to revise the task details or move the task to a different stage or lesson. Figure 8.5: A sample Overrun Lesson 1. Alert for Overrun Lesson Plan       Figure 8.6: Alert for Overrun Lesson Plan   Only tasks assigned as in-class activities are counted toward the " Designed In-Lesson Time" . If the total time for in-class activities exceeds the 35-minute limit set in the Course Information section at the beginning, you will see " 95 /35 min" displayed in red as a reminder, along with a  button next to the In-Class Session. 2.  Rearranging a Task   To address the lesson overrun issue, you can consider utilizing pre-class and after-class time to make teaching and learning more flexible. Please refer to the introduction below for instructions on how to move a task in the lesson builder.   Figure 8.6: Moving a Task (1) By clicking the button, a pop-up window will appear, allowing you to move the task to a stage in a different lesson.   Figure 8.7: Moving a Task (2)   Tasks can be moved to a specific stage in the targeted lesson by clicking either an empty block ( "Pre-class" , "In-Class" , or "After-class" ) or an existing task name. *Please repeat the mentioned steps to complete the lesson plan. 9. Publishing the Design 9.1 Converting the Learning Design to ILAP The iLAP is a Learning Management System, part of the IDEALS, that enables you to implement your learning designs created in the Learning Design Studio (LDS). If you wish to use iLAP, please refer to this webpage for subscription information. In this section, you have already developed a solid learning design with scaffolding using the LDS. You can now convert your learning design into an ready-to-implement course within our Learning Management System, iLAP. Figure 9.1: LD to ILAP Converter Section By clicking the "CLICK HERE TO CONVERT TO ILAP COURSE" button, a link will appear, directing you to the iLAP platform where you can proceed with further configuration. Figure 9.2: Course Configuration on the iLAP The system will automatically create sections aligned with your learning design. We suggest clicking the "Direct Import" button to create the course first, and then completing the details later. Figure 9.3:  The iLAP Course Interface Figure 9.4:  Conversion History You can find the history record in the LDS after the conversion. 9.2 Exporting and Importing the Design In the LDS In this section, you will explore how to export and import a learning design in the Learning Design Studio (LDS). 1. Exporting the Design Figure 9.5 Exporting the Design  By clicking the button, you can export the design as a ZIP file. 2. Importing the Design Figure 9.6 Importing the Design By clicking the "IMPORT COURSE" button, you can upload the ZIP file to the LDS, and you will see the design appear in the list. 10. Sharing and Collaboration 10.1 Sharing Designs Publicly In this section, we will explore how to share your learning design with public users. 1. Clicking the Share Button There are two places where the Share button can be found. The first is on the My Library page.   Figure 10.1: Sharing the Design (1)   The second location is the Course Information page within a learning design.   Figure 10.2: Sharing the Design (2)   By clicking the button,  a pop-up window with several sharing options will appear. 2. Generating / Closing the Shareable Link     Figure 10.3: Enabling the Link for Public Sharing     Select "PUBLIC (WITHOUT SIGN IN LDS)" and click the "GENERATE THE LINK" button to obtain the shareable link. You can disable the link at anytime by clicking the " CLOSE PUBLIC SHARING" button.     3. View the Learning Design   Figure 10.4: Public View of the Shared Design People with this link can view the design, but cannot make any changes to it. 10.2 Sharing Designs with Individual Users In this section, we will explore how to share your learning design with individual users. 1. Clicking the Share Button   Figure 10.5: Sharing the Design     By clicking the button,  a pop-up window with several sharing options will appear. 2. Selecting a User   Figure 10.6: Searching for the user     Select "USERS" and search for the user by their name or email.     3. Visiting the Shared Designs   Figure 10.7: The Library of Shared Design By selecting  "SHARED DESIGNS WITH ME" , you can view a list of designs that have been shared with you.   In the "Shared From"  column, you will see  "GROUPS"  or  "USERS" , indicating whether the design was shared by a group or a individual user.     The "Permissions"  column shows whether you have  "Edit"  or  "View"  access, so you will be able to either modify or only view the design accordingly.   In the "Actions" column, you will see and buttons. You can click the  button to copy the design to your own library. Any edits you make to this copy will not affect the original shared design. You can also click the button to export the design and use the import function (introduced in the previous section) to reuse the design later. 10.3.1 Sharing Designs within a Group - What is a Group？ In the following sections, we will explore what a group is in the Learning Design Studio (LDS) and how it can help you collaborate with your team. A group in the LDS allows you to invite your team or organization to collaborate together. You can share learning designs with group members and co-design collaboratively. 1. Feed Figure 10.8: The Feed The feed, similar to social media, shows the most recently shared designs from your groups. 2. Search Groups Figure 10.9: The Search Function There are two types of groups: public and private . You can join a public group at any time, while private groups require you to send a request. As school-based groups are usually private, you can simply search for your school’s name to request to join. 3. Your Groups Figure 10.10: Your Groups List Groups you manage You are the owner of the groups listed here. As an owner, you can manage design sharing, members, and permissions.   All groups you've joined  You are the member of the groups listed here. As a member, you can share your designs within the group. 4. Pending Invites Figure 10.11: Group Invitation Figure 10.12: Invitation Notification If you receive a group invitation, you will get a notification from the system. By clicking on it, you will be redirected to the Pending Invites section shown in Figure 9.10 above. You can either accept or decline the invitation. After accepting, the invitation will move from "Pending Group Invites" to "Accepted Group Invites." 10.3.2 Sharing Designs within a Group - Creating and Managing a Group In this section, you will learn how to create a new group, share designs, and manage members. 1. Creating a New Group Figure 10.13: Creating a New Group As mentioned, there are two types of groups,  "Private" and "Public" . If you choose "Private" , you will see an additional option: "Searchable by users" . If you enable this option, your group will appear in the group list and can be searched by users. You can change this setting at any time after creating the group. 2. Managing a Group   2.1 Share a Learning Design     Figure 10.14: Sharing a Design within the Group   By clicking the "SHARE LEARNING DESIGNS" button, you can select an existing design to share and set permissions to either "Can Edit" or "Can View" .   Figure 10.15: Updating the Sharing Conditions of the Designs   Once you've shared your designs, they will appear in the group. You can use Bulk Actions to unshare designs or change their permissions at any time.   2.2 Manage Group Members   Figure 10.16: Inviting Users to the Group   By clicking the  button, you can search for users by username or email and assign them the role of either  "Member" or "Owner" .     Figure 10.17: Managing a User   By clicking the  button, you can change a user's role or remove them from the group.     Figure 10.18: Pending Requests   If a user requests to join the group, the group owner has the option to approve or reject their request.   Figure 10.19: Pending Invites   The group owner can view the sent invitations here and choose to cancel them at any time.