Introduction  

What is already known about this topic? 

Learning design is a well-known set of practices which integrates the fields of technology-mediated learning, assessment, curriculum and student-centred approaches to learning  

What this report adds 

 An overview of learning design in the context of emergency remote teaching and generative AI  

Implications for practice or policy 

Learning design is a complex field of professional practice  

It is not clear what role generative AI will play a role in the ongoing development of the practice  

  Technology-enabled learning (TEL) is a constellation of technologies and practices in teaching and learning. The practice of learning design plays an important role in bringing together technologies, teaching and learning practices and curriculum for the purpose of creating sequences that create the conditions for learning. The learning sequences which emerge from the practice of learning design, therefore, are likely to include technologies which facilitate certain educational objectives but this does not necessarily guarantee that the goal of student-centred learning is met or that students are immersed in rich educational experiences.   

The role of learning design, therefore, is crucial in the practice of TEL because it frames technology as an element within the broader context of student learning.  

A learning design is a sequence of activities and learning material that provides the conditions for student learning. Learning sequences are designed via deliberate and discerning choices about the micro level of what, when, where, why and how to teach or what Conole (2014) refers to as the ‘7 Cs’ of learning design practice: conceptualise, create, communicate, collaborate, consider, combine and consolidate. These are useful signposts that capture the initial stages of the learning design process (conceptualise), through to design for learning (create, communicate, collaborate, consider) and reflection on the success a design of set of sequences (combine and consolidate).  

At the ‘activities’ level of the design of learning environments elements might include pedagogical strategies, learning objectives, content, structure, timing, assessments and the meaningful use of technology to support learning. Importantly, learning design is not only a necessary component of the pedagogical process, but a protective measure against technological determinism (Bower, 2019, p. 406). The shareable nature of learning design sequences is also an important component of the practice ( Hrastinski, 2020).  

The notion of ‘learning design’ is connected to design thinking, which prioritises the learner’s needs above all other concerns. It also embraces teaching as a learner-centred design process. Design thinking involves close observation, particularly of how learners are interacting with their learning environment. It is iterative and responsive, which allows for education experiences to be adapted and personalised for improved learning outcomes.   

Learning design also considers learning theories, such as behaviourism, cognitivism, constructivism and connectivism and can be used during the ‘conceptualise’ stage to embed a teaching philosophy in learning sequences. The affordances of technology can also be leveraged to transform a philosophy into a set of practical learning sequences since TEL can support:  

“…constructivist approaches to learning (whereby learners construct their understanding and knowledge through experience and reflection) and socialising online learning to a greater extent than previously possible. Web-based tools also offer greater flexibility in the learning process … and facilitating more active learning and collaborative knowledge building.” (Byrne et. al., 2016, p. 3).  

The greatest challenge goes beyond the mere provision of technology to educators. There is a greater need to provide ongoing learning and support to educators about how to best use technology: most educators are “subject matter experts rather than online learning professionals” (Skyepack). Ultimately, educators are the “critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology” (Bower, 2019, p. 406).  Training in the use of technology to meet educational objectives, therefore, is essential to ensure that the educational affordances of technology are considered during all stages of the learning design process.   

Current Trends  

The Covid 19 pandemic had a significant impact on the delivery and design of programs of learning. The rapid shift to iterations of hybrid and fully online learning and teaching is often referred to as emergency remote teaching (ERT) ( Hodges et al., 2020). The change in learning design patterns over time is an under researched area ( Misiejuk, et al., 2023) and in their 2023 paper, Misiejuk et al. explored this topic in the context of the period before, during and after ERT. Significant changes in learning design were apparent over this period as teachers were forced to explore features of the LMS that could be exploited for their disciplinary contexts. This raises an interesting question related to the relationship between learning design and technology because even though learning designs might change due to external factors, the placement of technologies within sequences can enhance the learning experience without compromising the integrity of the curriculum. Indeed, coupling learning design and TEL sh ifts the focus on how content is delivered and, due to the various modes of delivery (e.g. Hybrid or Flipped) that are now available, this provides the opportunity to base teaching and learning practice on established pedagogical models that go far beyond the didactic ‘banking’ model of knowledge transmission made famous by Freire (1968).  Additionally, as noted by Julien Depauw, the pandemic has accelerated the use of learning design in TEL, but it has not been the only driving force:   

Besides the current context, the rise of lifelong learning, expectations of new generations in the workplace, changing ways of working, and the constant evolution of technology are influencing different approaches to learning. In turn, this is generating demand for learning design skills, not only in educational institutions but also in EdTech and corporations who are investing in lifelong learning for employees (as cited in Blakemore, 2021).   

  Learning design, in other words, has become an important skill to meet the needs and growth of formal and non-formal learning pathways. These different learning contexts require a broad range of skills and these have been mapped by Heggart and Dickson-Deane (2022) as part of the design of a graduate program in learning design.   

From Heggart and Dickson-Deane (2022)  

The curriculum of a learning design program reflects the wide range of skills which are required in the practice of learning design. Due to how generative AI (GenAI) tools are integrated into the practice will also be a crucial question.  Choi et al. (2024) suggest that these tools can play an important role in augmenting practice but more empirical work needs to be carried out to explore how GenAI tools are used and applied in a variety of disciplinary and institutional contexts.   

Future Developments  

The future of learning might include new TEL for use in STEM education, Artificial Intelligence (AI), robotics, virtual and augmented reality, machine learning and gamification. Future developments will likely include greater use of educational data mining (EDM) and learner analytics (LA), which can help educators understand learners and the contexts in which learning takes place. This, in turn, can inform “ interventions that reduce dropout rates and increase retention rates, profile learners, develop learner models, and recommender systems” (Araka et al., 2020, p. 2). This foregrounds the need to address the broader influence of big data on education, particularly related to how data is (or is not) protected and the ethical considerations about its use. As the field continues to promote the conditions for innovation towards more big data collection, questions about privacy, copyright, cultural sensitivity, appropriate collection and use of data arise.  

Jordan contends that “ technology can be used to share best practices and knowledge widely, but it still requires a curator of some kind to determine what content actually meets that criteria” (as cited in Snow, 2021). He continues:   

In the best version of our world, those who do good and take care of others are celebrated. For most of history, teachers have been those people. Whether it’s translating their skills into live online or asynchronous courses, I see the future of education as being what it’s always been: human beings using the tools they have, from papyri to styli, to engage, encourage, and elevate each other, and, of course, themselves” (as cited in Snow, 2021).   

Learning design, however, is more than the practice of curation because it requires skills in the alignment between curriculum and assessment items, educational affordances of technology and an understanding of different modes of delivery.  In complex digital learning environments, the practice of learning design is likely to become increasingly complex but the measure for success must always be the student learning experience driven by student-centred learning design.  

References

Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments – systematic review (2008–2018). Research and Practice in Technology Enhanced Learning. 15.   

  Blakemore, L. (2021). The future of learning design: evolving skills for lifelong learning. https://lx.uts.edu.au/blog/2021/10/06/the-future-of-learning-design-evolving-skills-lifelong-learning/ (Accessed March 31, 2025)  

  Bower, M. (2019). Design of technology-enhanced learning: integrating research and practice. Emerald Publishing.   

  Byrne, E., Donaldson, L., & Manda-Taylor, L. (2016). The use of technology enhanced learning in health research capacity development: lessons from a cross country research partnership. Global Health 12(19)  

  Choi, G.W., Kim, S.H., Lee, D. et al. Utilizing Generative AI for Instructional Design: Exploring Strengths, Weaknesses, Opportunities, and Threats. TechTrends 68, 832–844 (2024). https://doi.org/10.1007/s11528-024-00967-w  

  Conole, G (2014) ‘The 7Cs of learning design: a new approach to rethinking design practice.’ In: Bayne, S, Jones, C, de Laat, M, Ryberg, T and Sinclair, C, eds. Proceedings of the 9th International Conference on Networked Learning 2014. Networked Learning Conference, Lancaster University, pp. 502-509  

 F reire, P. (1968, 3rd edition 1996) Pedagogy of the oppressed, London: Penguin Books.  

  Heggart, K., Dickson-Deane, C. What should learning designers learn?. J Comput High Educ 34, 281–296 (2022). https://doi.org/10.1007/s12528-021-09286-y  

  Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2020). The Difference between Emergency Remote Learning and Online Learning. Available at: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning (Accessed March 31, 2025)  

  Hrastinski, S. (2020) Informed design for learning with digital technologies. Interactive Learning Environments. 2020.  

  Misiejuk K, Ness IJ, Gray R and Wasson B (2023) Changes in online course designs: Before, during, and after the pandemic. Front. Educ. 7:996006. doi: 10.3389/feduc.2022.996006  

  Skyepack. (2020). 12 fresh instructional design trends to explore in 2022 . https://www.skyepack.com/post/instructional-design-trends (Accessed March 31, 2025)  

  Snow, S. (2021). The future of learning and development in the workplace, according to one of the world’s top online designers . https://www.forbes.com/sites/shanesnow/2021/03/07/the-future-of-learning–development-in-the-workplace-according-to-one-of-the-worlds-top-online-learning-designers/?sh=51d3313647c0 (Accessed March 31, 2025)