{"id":440835,"date":"2017-08-16T00:38:08","date_gmt":"2017-08-15T21:38:08","guid":{"rendered":"http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/2960"},"modified":"2017-08-16T00:38:08","modified_gmt":"2017-08-15T21:38:08","slug":"an-evaluation-of-the-impact-of-learning-design-on-the-distance-learning-and-teaching-experience","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=440835","title":{"rendered":"An Evaluation of the Impact of \u201cLearning Design\u201d on the Distance Learning and Teaching Experience"},"content":{"rendered":"<p class=\"3\">This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)<a title=\"\" href=\"http:\/\/feedproxy.google.com\/~r\/irrodl\/~3\/-DLWm42jpzI\/2960#_ftn1\">[1]<\/a> unit of study at a UK distance learning institution.\u00a0 By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study\u2019s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience.\u00a0 With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks.\u00a0<\/p>\n<div><br clear=\"all\" \/><\/p>\n<hr align=\"left\" size=\"1\" width=\"33%\" \/>\n<div>\n<p><a title=\"\" href=\"http:\/\/feedproxy.google.com\/~r\/irrodl\/~3\/-DLWm42jpzI\/2960#_ftnref1\">[1]<\/a> Frameworks for Higher Education Qualifications in England, Wales and Northern Ireland, produced by the Quality Assurance Agency for Higher Education (2008) \u2013 this framework provides a reference point for all Higher Education providers for the setting and assessing of academic standards.<\/p>\n<\/div>\n<\/div>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/feeds.feedburner.com\/~r\/irrodl\/~4\/-DLWm42jpzI\" height=\"1\" width=\"1\" alt=\"\"\/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)<a title=\"\" href=\"http:\/\/www.irrodl.org\/index.php\/irrodl#_ftn1\">[1]<\/a> unit of study at a UK distance learning institution.&nbsp; By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study&rsquo;s core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience.&nbsp; With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks.&nbsp;<\/p>\n<div><\/p>\n<hr align=\"left\" size=\"1\" width=\"33%\">\n<div>\n<p><a title=\"\" href=\"http:\/\/www.irrodl.org\/index.php\/irrodl#_ftnref1\">[1]<\/a> Frameworks for Higher Education Qualifications in England, Wales and Northern Ireland, produced by the Quality Assurance Agency for Higher Education (2008) &ndash; this framework provides a reference point for all Higher Education providers for the setting and assessing of academic standards.<\/p>\n<\/div>\n<\/div>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/feeds.feedburner.com\/~r\/irrodl\/~4\/-DLWm42jpzI\" height=\"1\" width=\"1\" alt=\"\"><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-440835","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/440835","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=440835"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/440835\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=440835"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=440835"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=440835"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}