For Institutions
Supportive interventions in the form of strategic reviews, providing face-to-face or online workshops for professional development, and learning design. These are usually sustained interventions.
Research
Research projects have included work on POISE, DiAL-e, SOLE Model, 3V model, the 8 Stage Learning Development Framework (8-SLDF), and educational taxonomies. Most of this work is open access.
Learning Development
Professional development has been at the core of my strategic engagements with institutions, and I am thrilled to be able to share some of these things in my writing, academic posters and stand-alone courses.
Is higher education focusing on the wrong AI emergency?
Many universities are currently focused on updating academic integrity policies and banning AI, viewing it as a cheating issue. However, this overlooks the need to redesign learning experiences for an AI-integrated world. The real crisis lies in faculty development and curriculum design, which are insufficiently addressed for modern labor market demands.
Introduction to the 8-Stage Learning Development Framework
Many academics, while being subject-matter experts, lack training in course design, leading to ineffective curricula that reflect their own experiences rather than student needs. The 8-Stage Learning Design Framework (8-SLDF) addresses this issue, emphasizing Constructive Alignment and five development areas while encouraging honest engagement with AI in the design process.
Why do we design for reuse and renewal?
The article discusses evolving curriculum development trends, advocating for a shift from static models to dynamic, modular approaches. It highlights the importance of granular mapping, preventing loss of educational resources through standardized tagging, and fostering collaborative content curation. This framework supports institutional agility and continuous course renewal.
Why do we design to enable academic and learner analytics?
The post emphasizes the importance of using student data to enhance course design rather than merely reporting past outcomes. It highlights the roles of Educational Data Mining, Academic Analytics, and Learning Analytics in understanding learner needs. Key strategies include building responsive pathways, designing supportive touchpoints, and anticipating emerging technologies to optimize learning experiences.
Why do we design with a view to the evolving nature of work?
The 8th principle of learning design emphasizes the need for educators to adopt a proactive, future-oriented approach amid rapid technological changes. As skills quickly become outdated, the article advocates for developing Futures Literacy and focusing on transversal meta-skills. By leveraging real-time data, curriculum design can better prepare students for an evolving workforce.
Why do we design for learner autonomy?
Lifelong learning is enhanced by learner autonomy, which empowers individuals to shape their education. Educational design should shift focus to self-directed pathways, respect cultural contexts, and encourage personalized learning experiences. This approach emphasizes agency, cultural responsiveness, and authentic assessments, promoting a deeper understanding rather than mere memorization.