A large number of Learning Design tools and frameworks have been created to support academics and course designers. Some Learning Design tools are focused on the pedagogic composition of learning activities (Laurillard et al. 2013), while others focus on the digital resources used (Derntl et al. 2011; Katsamani & Retalis 2011; Villasclaras-Fernandez et al. 2011; Prieto et al. 2013).
The demand for Learning Design supported by digital technology across educational institutions has increased with the availability of the Internet and access to mobile technology. Therefore, there is a need for a distributed and scalable model to support Learning Design across educational institutions.
The Course Design Sprint (CoDesignS) Framework has been developed to support and facilitate scalable learning design by combining not only the pedagogic composition of learning activities but also practical instructional design guidance in an experimental and playful way. The pedagogic composition of CoDesignS is based on the Blended Learning Design Framework (BLEnDT©) developed at Imperial College London (Toro-Troconis 2016) and on the “design sprints’ model developed at Google (Knapp 2016).
The idea of sprints originates with the Agile framework while the idea of design thinking was developed at IDEO and the d.school at Stanford. These frameworks were adapted into the idea of “design sprint” by the Google UX teams, Google Ventures and Google [x].
The BLEnDT© pedagogic framework makes use of the Learning Domains (psychomotor, cognitive and affective) (Bloom 1956; Kratwohl et al 1964) to allocate and classify the learning outcomes required, and it suggests learning activities supported by digital technology.
The 6 CoDesignS sprint phases are described below. A set of cards available at each phase provides support and guidance, as follows:
- Phase I: the understand phase of the CoDesignS sprint addresses user needs, technology capacity and selection of learning outcomes based on the BLEnDT© framework. This phase discusses and identifies the learning outcomes required for the learning module/programme based on the BLEnDT© framework.
- Phase II: this invites the team to discuss different learning activities. A series of colour-coded cards associated with the learning outcomes and the learning domains will guide the selection process.
- Phase III: this invites the team to select the learning activities that will be developed to cover each learning outcome.
- Phase IV: during this phase a prototype of the different learning activities is developed: mock, video, demo, physical prototype, etc.
- Phase V: this phase evaluates the user experience, feedback from stakeholders and provides a technical feasibility check.
This session will present the application of the CoDesignS framework in the re-design of the Continuing Professional Development (CPD) module titled ‘Transplantation Science for Transplant Clinicians’.