Topic: Introducing LDHACK

Agenda:

• Introduce LDHACK - intention and purpose, approach, upcoming sessions, resource site

• Planned structure of future events

• Discuss the design LD Frameworks Padlet and design challenge/prompts

Pre-session activities:

Briefly review Padlet of LD frameworks (hosted by Danielle Hinton but crowdsourced by the LD/ID community) and consider the prompts below. 

Design challenge/prompts:

• What learning design or related theories, frameworks, models do you subscribe to or refer to and integrate as part of your work? 

• What other frameworks can we share and discuss? What models and tools do you want to know? 

• What kinds of challenges are you often asked to address/overcome?

• What tools do you use to generate/iterate on designs and design ideas?

Further resources:

• To be provided post session, please check back for updates. 

Topic: Scaffolding learning for constructive alignment

The session involves analysing the alignment of a fictitious scenario, identifying areas for improvement, and proposing strategies for coherence enhancement. The focus will be on redesigning learning outcomes, aligning activities and assessments accordingly, and creating engaging learning experiences. Participants will be divided into a cross-disciplinary team for hands-on design, brainstorming, and share their group discussion in a collegial supportive environment.

Agenda:

• Introduction and welcome

• Overview and recap on constructive alignment and scaffolded learning (polling activity)

• Case study scenario brief and instructions

• Breakout group 'hackathon' activity time!

• Breakout group presentation and debrief

• Summary and wrap-up

Pre-session activities:

Please review the case study scenario and couple of resources for background reading:

1. Case study scenario for webinar 1

2. Scaffolding for learning by Victoria University, Australia

3. Constructive alignment by University of Tasmania, Australia 

Design challenge/prompt:

Critically review and provide feedback to a subject lead on an existing tertiary subject. The aim is to scaffold learning for constructive alignment, ensuring that learning outcomes, activities, assessment, and experiences are aligned.

Bring your key review points, ideas and feedback to the session around what you would do to improve the subject. Consider also the types of feedback you could provide to the subject lead. Discuss and compare with your peers around what you found and your approaches. 

Bring your team insights back to the broader group, to form guidance to effectively scaffold learning and create a coherent learning journey that aligns all aspects of the subject.

Further resources:

• To be provided post session, please check back for updates.

Topic: Designing for Engagement 

Analyse a typical unit/subject and consider issues and ways to redesign for engagement. The aim is to offer improvements that would support active learning, engagement and flexible modes of delivery. 

Register for Webinar 2 via LinkedIn Events

Agenda:

• Introduction and reminder on rules of engagement

• Breakout groups to discuss and present findings within small groups (size dependent)

• Larger discussion and reporting

• Summary and wrap-up

Pre-session activities:

Complete the pre-session activity LDHACK Webinar 2 Activity: Design for engagement (Google Doc) to analyse and offer improvements for a fictional Marketing unit. An optional template is included for you to document your findings and ideas.
In the webinar, present 1 issue and your learning design ideas to the LDHACK group. You are not expected to present your reflections but we will discuss these collaboratively (time permitting). 

Design challenge/prompt:

• What does engagement mean to you and how do we build engagement in different contexts and modes of learning?

Further resources:

• What does student engagement mean to you? And you? And you? (Headleand, C., 2021)

• Increasing student engagement (Stanford Teaching Commons)

• Mapping research in student engagement and educational technology in Higher Education (Bond et al, 2020)

• Refer to further references within the pre-session activity Google doc for specific frameworks ideas.

Topic: Designing for Inclusion

This webinar we will look at inclusive design and how to design for inclusion within a unit/course, and how you can signal and support welcoming and belonging in simple ways. The activity gets you to review the 'Worst syllabus ever!' and think about the purpose of the syllabus in both communicating important information, but also as an opportunity to build inclusion given it is often a student or learners' first experience with the learning materials and unit/course. 

Register for Webinar 3 via LinkedIn Events

Agenda:

• Introduce topic and learning theories around inclusion, reminder on rules of engagement

• Discuss and present findings within small groups (size dependent)

• Larger discussion and reporting

• Summary and wrap-up

Pre-session activities:

Review the Worst Syllabus Ever and pull out at least 3 problematic areas that you think could be improved. Alternatively you might want to try 'spot the number of issues' you feel might hinder inclusion. We will use the LDHACK time to consider how inclusion can be written into the syllabus and course. 

Further resources:

The following resources are optional but may provide you with ideas around the ways in which a syllabus can signal and support inclusion. 

• Liquid Syllabus (Pacansky-Brock, 2020)

• Project Syllabus: An exploratory study of Learner-Centred Syllabi (Richmond et al, 2019)

• Effect of syllabus tone: students' perceptions of instructor and course (Harnish & Bridges, 2011)

• Can a Learner-Centred syllabus change students' perceptions of student-professor rapport and master teacher behaviours? (Richmond et al, 2016)

Agenda:

Date: 27th October, 2023

Time: 10am - 3.30pm

Location: Hybrid
La Trobe University City campus, Melbourne or online (virtual attendance)

Register via Eventbrite

Pre-session activities:

A link to a collaborative Miro board will be provided where participants can note what design challenge/design work they will be bringing to the session. We will aim to group attendees/participants together thematically where possible. 

Agenda:

• 09:30 Registration, networking

• 10:00 Welcome

• 10.10 Educational Escape Rooms: Dr Robert Ross & Dr Richard Hall

• 11.10 - 11.30 Morning tea

• 11.30 Indigenous Cultural Perspectives: Kerry Clarke

• 12.15 Balancing Scale and Quality in Learning Design: Leona Norris

• 1.00 - 1.30 Lunch

• 1.30 - 3.20 Interactive session: Workshop a design problem with fellow learning designers

• 3.30 Close

Design challenge/prompt:

• Please bring a relevant learning design unit or problem you wish to work on. 

• Add a brief summary of your design problem/planned redesign work to the provided Miro board (link will be circulated via email to registered participants)

Topic: Consolidation and reflection

TBC

Agenda:

TBC

Pre-session activities:

TBC

Design challenge/prompt:

• TBC

Further resources:

• TBC