Design

Those who design learning opportunities at Deakin work together to design curriculum, resources, pedagogical strategies, learning activities, assessment and ways to use technology in learning.

Areas of Activity

Typical activities undertaken by those who design teaching and learning
These lists are not exhaustive and not all staff will engage in all activities.

A1: Learning design

  • Advise and collaborate with teaching teams on the design and development of engaging, inclusive and accessible course and unit curriculum and materials
  • Develop frameworks for curriculum design to support course and unit development
  • Introduce innovative learning design to the unit’s curriculum

 

A2: Teach and support learning

  • Advise and collaborate with teaching teams on student-centred, active and inclusive teaching practice in a range of contexts
  • Develop unit materials and learning activities in collaboration with teaching teams
  • Introduce innovation to learning activities and teaching practice

 

A3: Assess and give feedback

  • Advise and collaborate with teaching teams on the design and development of authentic, accessible and inclusive assessment tasks and rubrics
  • Advise and collaborate with teaching teams to support learners to develop evaluative judgement and to encourage academic integrity
  • Introduce innovation to assessment and feedback design

 

A4.1: Learning environments

  • Advise and collaborate with teaching teams to design learning environments which are accessible and inclusive, and adapt materials for diverse learners where necessary
  • Advise and collaborate with teaching teams on the design of interactions and collaborative learning opportunities among learners, teachers and communities
  • Design innovative learning environments

 

A4.2: Student support and guidance

  • Advise and collaborate with teaching teams to design learning activities that scaffold learning to build towards achievement of graduate learning outcomes
  • Advise and collaborate with teaching teams to incorporate academic and other student support within learning materials

 

A5: PD, research and scholarship

  • Engage with and contribute to research to inform the design of learning and teaching activities, resources and environments
  • Evaluate practice and innovations through evidence and evaluation frameworks
  • Contribute to professional bodies and communities of practice in learning and teaching design
  • Engage in relevant capability building activities
  • Reflect and develop own teaching philosophy

 

Core Knowledge

What designers should know about teaching and learning

K1: Discipline knowledge

  • Relevant and current learning design standards and frameworks
  • Ability to translate discipline specific activities for a general audience

 

K2: Teaching practice

  • Current teaching practices in the discipline
  • Ways to adapt the standards and quality of disciplinary specific materials
  • Alternative designs and learning materials to deliver on the same outcomes to facilitate a diverse range of students to learn equitably

 

K3: How students learn

  • Contemporary learning theory
  • Ways to design and develop learning opportunities where social learning can occur between peers and teachers
  • The implications of learners’ discipline backgrounds on the unit or course design
  • Ways to sequence the curriculum to support development and evidence of learning outcomes

 

K4: Learning technologies

  • Available educational technologies for learning and teaching for the discipline
  • Minimum standards and best practice in design and development of digital resources
  • Application of accessibility standards for creating premium digital resources
  • Ways to implement innovative, accessible and inclusive educational technologies

 

K5: Evaluating your teaching

  • Ways to collect and analyse evidence and analytics about teaching and learning resources and activities
  • Ways to use evidence to implement changes to design and delivery

 

K6: Quality assurance and enhancement

  • Deakin and Faculty Teaching and Learning Policies and procedures
  • Minimum standards (course and unit sites) in digital learning environments
  • The practice and importance of evidence-based teaching practice for teaching teams

 

Professional Values

Activities undertaken by designers that demonstrate these values

V1: Respect diverse learners

  • Design inclusive and accessible learning environments, activities, resources and assessments
  • Advise on the accessibility of tools and platforms
  • Evaluate and provide advice on indigenous and other cultural perspectives on learning materials and assessments

 

V2: Promote participation and equality

  • Design a variety and choice of learning activities, resources and assessments to support success of all learners
  • Leverage open access learning materials in educational design
  • Incorporate links and resources on support materials for learning

 

V3: Use evidence-informed approaches

  • Engage in reflective practice for teaching
  • Contribute to scholarship of learning and teaching through sharing of practice, developing evidence-based approaches, research into dissemination and/or application of research
  • Seek opportunities for relevant capability building activities

 

V4: Acknowledge the wider context

  • Implement university, faculty and discipline priorities into learning design
  • Be aware of emerging trends and issues within the wider HE context around curriculum design within higher education
  • Be aware of the changing nature of student demographics and implications for learning design
  • Be aware of accreditation requirements and application to learning design