Informed Learning Design
Informed Learning Design is a design model for enabling students to use information to learn in various educational, professional, and personal contexts (Maybee, Bruce, Lupton, & Pang, 2019). The model, first introduced in my dissertation, l has three stages:
- Develop GOALS for learning that reflect learning to use information as well as disciplinary content
- Identify learning ACTIVITIES in which students adopt and practice new ways of using information as they learn disciplinary content
- Determine ASSESSMENT methods that reflect changes in students' awareness related to using information and disciplinary content
The design model draws from an approach to information literacy developed by Dr. Christine Bruce (2008) that emphasizes learning as an outcome of engagements with information, and the variation theory of learning that views learning as a change in awareness (see Marton, Runesson & Tsui, 2004).
References
Bruce, C. (2008). Informed learning. Chicago, IL: American Library Association.
Maybee, C., Bruce, C. S., Lupton, M., & Pang, M. F. (2019). Informed learning design: Teaching and learning through engagement with information. Higher education research & development, 38(3), 579-593. https://doi.org/10.1080/07294360.2018.1545748
Marton, F., Runesson, U. and Tsui, A. B. M. (2004). The space of learning. In F. Marton, & A. Tsui (Eds.), Classroom discourse and the space of learning (pp. 3-40). Mahwah, N.J: L. Erlbaum Associates.