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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 03/07/2018, available online: http://www.tandfonline.com/10.1080/02680513.2018.1486185

    Accepted author manuscript, 242 KB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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Learning design in diverse institutional and cultural contexts: Suggestions from a participatory workshop with higher education professionals in Africa

Research output: Contribution to journalJournal articlepeer-review

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  • Jenna Mittelmeier
  • Dianne Long
  • Firdevs Melis Cin
  • Ashley Gunter
  • Parvati Raghuram
  • Bart Rientes
  • Katherine Reedy
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<mark>Journal publication date</mark>2018
<mark>Journal</mark>Open Learning: The Journal of Open and Distance Learning
Issue number3
Volume33
Number of pages17
Pages (from-to)250-266
Publication StatusPublished
Early online date3/07/18
<mark>Original language</mark>English

Abstract

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 03/07/2018, available online: http://www.tandfonline.com/10.1080/02680513.2018.1486185