Learning Design


Teachers are constantly responding and adapting to changing circumstances and stimuli - the feedback of students and stakeholders, changing fields of knowledge, resource constraints, and the ever-expanding choices of technologies and pedagogies. Paying attention to design - as both a process of planning and as a product of the design process - gives educators the opportunity to concentrate on making a change that better supports students to learn, whether focused at the level of a learning activity or whole learning environments, courses and programs. 

This module provides an overview of the key concepts and terminology, principles and approaches relevant to designing for learning and teaching at UniSA. 

Learning Objectives

By the end of this module you should be able to:

  • Define the key concepts of curriculum, alignment, and designing for learning
  • Accurately use terminology related to curriculum at UniSA
  • Locate relevant principles, policy and procedures for curriculum design at UniSA
  • Describe common approaches to learning design used in higher education (ADDIE, Backwards Design, Universal Design for Learning)