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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...
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...
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. ...
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 d...
5.1 Enterinng 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 De...
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, an...
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, fac...
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 fr...
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 butt...
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 des...
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. Belo...
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. Choosi...
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 ...
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...
6.2.2 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...
6.2.3 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 Le...
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 des...
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 p...