Learning theories & approaches
Find out more about some of the theoretical perspectives which have informed our approach in the Faculty of Humanities.
ABC Learning Design
ABC Learning Design is a collaborative programme and module design method developed at University College London in 2015 and now used widely across the sector to help develop new programmes and review existing provision. ABC enables programme and module teams rapidly to develop a storyboard visualising the learner journey based on their activities through the course of study.
Storyboarding is an established technique from filmmaking to illustrate a narrative as a sequence of scenes. The ABC version provides a storyboard overview of the learner experience visualising the module’s structure, therefore making it immediately discussable by the team.
The storyboard’s sequences comprise learner activities, classified into six type cards using a simple and easy-to-learn taxonomy based on the highly respected Conversational Framework created by UCL’s Prof Diana Laurillard (2012).
More about ABC Learning Design
More about the Conversational Framework
Rethinking University Teaching : A Conversational Framework for the Effective Use of Learning Technologies (2005)
Laurillard
Active Learning
Active learning is a student-centered approach to the construction of knowledge focused on activities and strategies that foster higher-order thinking
More about active learning
Bloom's Taxonomy
Bloom’s Taxonomy is a model which classifies different levels of human cognition. It is a useful tool in learning design as it helps us to understand what happens when we are learning and in this way structure and support effective learning journeys.
Before you can understand a concept, you must first remember it.
To apply a concept you must first understand it.
In order to evaluate a process, you must have analyzed it.
To create an accurate conclusion, you must have completed a thorough evaluation
(Sabatura, 2024)
The model positions thinking and learning as action-based processes rather than passive acquisition.
Sabatura, J (2024) Using Bloom’s Taxonomy to Write Effective Learning Outcomes. https://tips.uark.edu/using-blooms-taxonomy/
To see how to use Bloom’s Taxonomy for your programme / course unit development, try the 20 minute microlearning activity
Constructive alignment
Our approach to Learning Design is underpinned by the principle of constructive alignment which focusses on aligning teaching, learning and assessment to intended learning outcomes.
Constructive alignment starts with the notion that the learner constructs his or her own learning through relevant learning activities.
Our job as teachers and curriculum developers is to create a supportive learning environment that includes learning activities that enable students to achieve the desired learning outcomes, and assessment approaches that allow students to demonstrate their achievement. It doesn’t matter where the design point starts, as long as there is logical alignment between the three elements.
For a more in-depth understanding of constructive alignment or defining and writing aims and learning outcomes, try the 20 minute ‘Microlearning’ activities.
Further information can be found here : https://www.johnbiggs.com.au/academic/constructive-alignment/
Carpe Diem learning design
A team-based rapid learning design process developed by Gill Salmon focused on designing learning activities that can be put into immediate use with learners.
Collaborative learning
Students work together in small groups to complete tasks, solve problems, or learn new concepts.
Find out more
Collaborative Learning
Center for Teaching Innovation | Cornell University
Benefits and guidance
Learning to Collaborate, Collaborating to Learn : Engaging Students in the Classroom and Online (2019)
Janet Salmons and Lynn A. Wilson
A professional guide for educators and learning designers who want to design, teach, facilitate, and assess collaborative learning.
- Part I introduces the Taxonomy of Online Collaboration and offers theoretical and research foundations.
- Part II focuses on ways to use Taxonomy of Online Collaboration, including, clarifying roles and developing trust, communicating effectively, organizing project tasks and systems.-
- Part III offers ways to design collaborative learning activities, assignments or projects, and ways to fairly assess participants’ performance.
Design Thinking
- A human centred approach that considers people, technology and the institution.
- Moves us away from replying on assumptions when we make decisions and encourages us to think deeply about a problem before finding a solution.
- Can give us valuable, rich insights into student experience through, for example, empathy mapping and student journey mapping.
Use cases
- Journey mapping in student co-creation sessions.
- Designing support and training for the move from Blackboard to Canvas.
Find out more
Take a look at the Advance HE DT4HE project . This project is co-led by Sarah Dyer, Associate Dean for T&L, and has involved members of the eLearning team.
Education for Sustainable Development (ESD)
Education for Sustainable Development
- An approach to curriculum design that encourages the development of the formal and informal curriculum to promote sustainability actions and thinking.
- Makes use of transformative pedagogies and active learning.
- Considers socio-emotive and behavioural learning, as well as cognitive knowledge acquisition.
- Supports colleagues to consider wider student competencies, such as reflection and anticipatory thinking which are important for life beyond university.
Use cases
- Within the Faculty a team of 2 x Academics, a Learning Designer and a student all worked together using the CoDesignS ESD Framework to develop a new Education PGT unit. Find out more in our Good Practice Podcast.
- The Learning Design team are using elements of ESD to enhance our current Curriculum Design offer.
Find out more
You can discover more about the competencies and embedding sustainability in the curriculum via our Sustainability in the Curriculum pages.
For an overview of ESD see Advance HE: Education for sustainable development
Etivities
E-tivities are structured, interactive online and blended learning activities designed to engage participants in collaborative learning. The concept was developed by Gilly Salmon as a framework for creating effective, engaging online learning environments. Key elements of the framework are a spark, individual task, collaborative task, and structured moderation of learning.
| Element | Description | Examples |
|---|---|---|
| Spark | Initial prompt or activity to engage learners and stimulate interest in the topic. |
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| Individual | Activities or tasks that learners complete on their own to develop understanding and skills. |
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| Dialog | Interactive components where learners communicate and collaborate with each other. |
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| Moderation | Guidance and support provided by the facilitator to keep learners on track and ensure engagement. |
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More about e-tivities
Five Stage Model
Five Stage Model (gillysalmon.com)
For [online] learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities. The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online
UDL
Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn
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