Learning Design Framework

Unicaf's learning design framework is built on the principles of constructivist and scaffolded learning, with the ABC Learning Design framework providing the foundation for collaboration and consistency among our teams. This document outlines the key elements of our learning design, including the structured activity sequence model, and examples of activities used to foster student engagement and ensure high-quality learning outcomes.

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Learning Design Principles

The learning design at Unicaf follows two core principles: constructivist and scaffolded learning. These principles emphasize active learning, where students build on their existing knowledge through hands-on activities and reflections. We have adopted the ABC Learning Design framework to promote collaboration among teams and ensure a common understanding of the type of activities that should be included in our modules. This framework provides consistency while allowing flexibility for instructors to tailor their activities to the needs of their students, as long as they align with the core educational objectives.

Activity Sequence Model

Our activity sequence model is designed to ensure a structured learning experience, allowing students to progressively build their knowledge and skills. Each week follows a specific sequence of activities that fulfill a clear educational purpose. Instructors are encouraged to follow this sequence, but they have the flexibility to introduce additional activities that maintain the intended purpose of each learning component.

The following activities are included in each weekly toggle (topic area):

1.       Knowledge Activation: Encourage students to reflect on their prior knowledge.

2.       Content Introduction: Present the key concepts and topics for the week.

3.       Comprehension Check: Assess students’ understanding of the material.

4.       Knowledge Use: Engage students in applying their newly acquired knowledge.

5.       Reflection & Connection (optional): Allow students to reflect on their learning and connect it to future topics.

Importance of the Learning Design

This structured sequence of activities supports active engagement and facilitates deep learning. By following the constructivist and scaffolded learning principles, students are able to progressively build their understanding and skills in a logical manner. The design provides flexibility for instructors to introduce alternative activities as long as they maintain the intended learning objectives. General feedback on all activities and content is provided to ensure that students can track their progress, reflect on their learning, and improve their performance continuously. This flexibility, combined with a strong educational foundation, ensures a high-quality learning experience that enhances both teaching effectiveness and student engagement.

Examples of Learning Activities

Here are some activity suggestions for each category. It is recommended to incorporate a variety of activity types both within the same week and across the week-by-week distribution to enhance engagement and learning outcomes. 

1. Knowledge Activation

   • Discussion Forum: Ask students to share what they already know about the topic.

   • Quick Quiz: A short, 5-question multiple-choice quiz to assess their prior understanding.

   • Reflective Activity: A brief written reflection (100-200 words) on their previous experiences or observations related to the topic.

2. Content Introduction

   • Presentation with Speaker Notes: A Google Slides presentation outlining key concepts for the week, and detailed/ extended notes.

   • Video with an avatar presenting the weekly presentation.

   • Podcast with 2 speakers discussing the weekly topic.

3. Comprehension Check

   • Quiz with Varied Question Types: A mix of multiple-choice, true/false, and short answer questions to check comprehension.

   • Concept Map Creation: Ask students to create a visual representation (e.g., mind map) of the key concepts they’ve learned.

   • Glossary Creation: Ask students to enter the terms and key words they’ve learned.

   • Short Written Activity: A prompt asking students to summarize the key points of the week’s topic in a few paragraphs.

4. Knowledge Use

   • Case Study Analysis: Present students with a real-world case relevant to the topic and ask them to apply their knowledge to solve or analyze the problem.

   • Project or Task: Students complete a small project that requires applying the week’s concepts (e.g., a research task or practical investigation).

   • Scenario Analysis: Present a hypothetical scenario and ask students to use their knowledge to address the situation.

5. Reflection and Connection (optional)

   • Reflection Journal: Students write a short journal entry (200-300 words) reflecting on what they learned and how it connects to the next week’s topic.

   • Peer Discussion: In small groups, students discuss how the week's topic relates to the upcoming content and share insights.

   • Future Learning Plan: Ask students to outline how they will approach the upcoming topic based on their learning this week, emphasizing connections between the two topics.