wk4 - Learning Design

As common student, the only thing that I know about a learning process is to follow the lesson plan made by the teacher, do as best as I can to meet their expectations (that are also stated in the lesson plan), and finally accept my grade.

I never know the process of making such lesson plan; the objectives behind it; or the tasks, resources, and supports that are explored in it. That's why, when I touched this week's topic about learning design, I feel quite interested to it: to know that there are 4 types of framework for a learning design typology (rule-based, incident-based, strategy-based, and role-based), and to explore the different meanings of triangle, rectangle, and circle in a learning design.

As I said earlier, there are 4 types of learning design framework.
a. Rule-based design is those that are primarily comprised of closed tasks whose completion requires the application of some form of rules, procedures, or algorithms (Conole, Dyke, Oliver, & Seale, 2004).
I think this is the most familiar framework for most student. We grow up in school, assuming that the more we match to the formula/procedure/expectation that is set by the teacher, the higher the grade we will get.

b. Incident-based design is a learning activity that is based around learners' exposure and participation to events or incidents of an authentic and real nature. It requires learners to reflect and take decisions based on the actions and events (Conole et. al., 2004).
I don't think I get to experience this type of framework too much. The closest learning experience is perhaps analyzing the business case study? Humm... I wonder.

c. Strategy-based design is based around tasks that require strategic planning and activity (Conole, et. al., 2004).
Is doing a research and surveys for one of my modules counted under this type of learning? Well, we did make planning of how to conduct the research and survey, came up with strategy of how the research would go smoothly, etc.

d. Role-based design is achieved through learners' participation as players and participants in a setting that models a real-world application (Conole et. al., 2004).
I think I will experience this learning activity from the project. I will play the role as an educator and come up with my own lesson plan/learning design.

For the lecture activity, we made a learning design sequence. We explored the meanings of triangle, rectangle, and circle in an LD, also the arrows that connect each shape to the others.


Above is my team's LD. Our learning objective is to make "our students" able to create a website.