Learning and teaching design
Projects that explore methodological innovations that can be applied across a wide variety of different subject domains.
Long-standing traditional practices such as lectures, laboratory sessions, seminars and even the nature of spaces in which they are conducted are changing. Interactions increasingly take place online in text based forums, live videoconferences or virtual reality environments.
New methods such as role-play and simulations are increasingly popular and new skills sets around the use of new digital technologies are growing in importance.
The projects in this section explore methodological innovations that can be applied across a wide variety of different subject domains. The kinds of questions they address are:
- What do we know about how learners interact with each other?
- What kinds of support do students need to develop their skills as independent learners?
- What kinds of support do faculty members need to develop effective teaching?
Learning and teaching design projects
About the project
Our aim is to design and pilot alternatives to the traditional discussion forum in online and distance education courses. The project proposes to develop alternative forms of discursive spaces, based on dialogic learning theory and the literature specific to distance and online education, and using contemporary technologies and software.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
- Dr Christina Howell-Richardson (CDE Fellow)
- Dr Gwyneth Hughes (CDE Fellow)
- Dr Matt Phillpott (CDE Fellow)
- Dr Anita Skinner (CDE Fellow)
- Dr Donna Smith (CDE Fellow)
- Neil Mosley (CDE Fellow)
Time frame
October 2022 - December 2023
Outputs and resources
The aim is to enhance sustained exploratory discourse and group enquiry in online distance learning. The design of alternative spaces for group discussion and collaborative enquiry will be integrated within the CODE professional development courses; and most specifically within the Postgraduate Certificate of Learning in Teaching in Higher Education which is both an international and transnational course. The aim is to enhance sustained exploratory discourse and group enquiry in online distance learning.
Planned Outputs – January – December 2023
Presentation at RIDE Conference 2023
Presentation/talk at the Supporting Student Success conference
CODE Workshop to disseminate and gain feedback on the project findings
Publication in peer reviewed journal
About the project
This project builds on a previous project to develop a self-paced online module, PDF guide, and instructor toolkit, which helps students to develop their ideas and study processes for writing a dissertation or final project as part of their Masters degree study.
In the initial project (2019-2021) we developed six H5P modules and PDF guides with an instructor toolkit for each, which is now available as an OER resource online. In this project, we will develop an additional module, guide, and toolkit materials and conduct an online survey of students across UK Higher Education. The survey is particularly important, as it will provide a snapshot of students' concerns and challenges concerning the dissertation project, and offer us an opportunity to tailor the new module to these needs and any training provision gap.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE)
Project team
- Dr Matthew Phillpott (CODE Fellow)
- Dr Clare Sansom (CODE Fellow)
- Dr David Baume (CODE Fellow)
- Professor Stephen Brown (CODE Fellow)
- Angels Puig Arce (Student CODE Fellow)
- Lucy Skoulding (Student CODE Fellow)
Timeframe
January 2022-September 2023
Outputs and resources
- Survey report with analysis of results
- 1 x OER module (H5P) with downloadable file
- 1 x OER PDF guide
- 1 x set of instructor toolkit materials
- Participation in the Supporting Student Success World Café in January 2023
- Presentation at a CODE event
About the project
The aim of this project is to provide guidance on writing and using learning outcomes in 91app programmes. Current programme and module learning outcomes are not always constructively aligned with learning activities and assessment. One reason for this is thought to be lack of clarity concerning the nature of learning outcomes themselves.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
- Dr David Baume (CODE Fellow)
- Dr Elizabeth Burns (CODE Fellow, Reader in Philosophy of Religion, and Programme Director, 91app Divinity Programmes)
Time frame
October 2022 - March 2023
Outputs and resources
Guidance notes on writing good learning outcomes for 91app programmes.
Presentation at a CODE event
About the project
This project aimed to examine the impact on campus-based teaching for those who had been involved in MOOC production and presentation.
We interviewed nine academics from six universities and organisations who were involved either in the production or delivery of MOOCs (as MOOC directors of production or academic leads or in learner support) through the 91app supported partnership with Coursera.
Principal findings
Involvement with MOOCs has indeed had indirect and unintended outcomes on mainstream teaching practice:
- By accelerating innovation with digital practices in both distance and campus-based programmes.
- Transferring good practice gained from participation in MOOCs to other aspects of participants’ practice, career or professional role.
Evidence of impact included:
- Supporting engagement with a wider range of learners.
- Stimulating reflection on learning, teaching and assessment practice.
- Reviewing professional priorities in learning and teaching.
Funding
The project was funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
- Stylianos Hatzipanagos (CODE Fellow)
- Alan Tait (CODE Fellow)
Time frame
Spring 2017 – Autumn 2018
This project is now completed.
Outputs and resources
About the project
At the Centre for Online and Distance Education (CODE), 91app, we are not just expanding reading lists; we're transforming our Online Distance Learning (ODL) curriculum to challenge colonial biases and champion diverse perspectives. Dr Mwaanga and the Postgraduate Certificate in International Sport Management (PGCert ISM) team are at the forefront, introducing changes like diversifying the teaching team, integrating decolonial critique in assessments, using local case studies, and adopting Ubuntu pedagogy to promote inclusivity.
To assess the impact of these efforts, CODE, under Dr Mwaanga’s leadership, has initiated an action research project. This survey aims to evaluate the decolonization measures' effectiveness within the PGCert ISM program, guiding our future curriculum enhancements.
Stay tuned as we continue our journey towards a truly inclusive and decolonized educational experience in International Sport Management.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
- Dr Oscar Mwaanga (CODE Fellow)
- Georgi Ivanov (Academic Coordinator - Postgraduate Certificate in International Sport Management
Time frame
April 2024 - June 2024
Outputs and resources
The project deliverables include a project report [PDF], a conference presentation, and journal publications.
About the project
Learners on the 91app’s BSc Computer Science programme must take three Level 4 Mathematics modules as part of their programme. Student feedback for these modules tends to be negative, with students reporting they find the concepts hard and the material difficult to learn from. This is consistent feedback over years of running the module and the feedback tends to be more negative than for the other modules where they don’t study Mathematics – is this because Maths modules need to be designed in a different way than the other modules on the course? The issue to be considered is whether teaching Maths content needs a different learning design approach to teaching other content, or whether the learning design principles remain the same. What is the most effective way to teach Maths on online undergraduate courses? Are there any specific or specialised elements to Maths teaching that make it harder to teach than other subjects? This project fits into the ‘Learning, teaching and assessment’ strand of CODE’s aims as it will investigate effective learning design techniques.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE)
Project team
- Pete Cannell (CODE Fellow)
- Luke Woodham (CODE Fellow)
- Anabelle Kyra (Student fellow)
Time frame
- August 2024 – March 2025
Outputs and resources
- Project report (Not yet available)
- Practitioner Guidance document (Not yet available)
- Conference presentation (Not yet available)
About the project
Currently the UoL WorldWide online BSc in Computer Science course uses appropriate and effective methods to teach students, but these are often more difficult to make accessible than the content and ways content is taught on other programmes.
To facilitate an equitable learning experience for students, this project will investigate and provide guidance to learning designers on the best way to provide accessible content for computer science content/teaching on the UoL WorldWide online BSc in Computer Science.
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
- Samantha Ahern, CODE Fellow and Project Lead
- Leonard Houx, CODE Fellow
- Nyamkhuu Magnaituvshin, Student Fellow
- Charlotte Perry, Student Fellow
Time frame
August 2024 - July 2025
Outputs and resources
Intended outputs for this project include:
- A project report
- A learning design guidance document
- Outcomes of pilot study of learning design changes
- Conference presentation (RIDE, or other)
About the project
The peer review activities and assignments have been implemented in many fully online distance learning degree and MOOC courses developed by UoLW on both Coursera and Moodle VLEs. They are used as a means of formative assessment in the degree courses and summative assessment in the MOOCs and modules. The courses’ evaluation and the anecdotal learners’ feedback on this type of assignment/activity indicated that many learners do not appreciate the value of peer review as they see it as ‘asking novice students to judge other novice students’, therefore do not participate in them. This is specifically evident in the courses where the peer review assignments are formative. The effective design and implementation of peer review within an online course, is also influenced by the technical provisions within a VLE, the provision of good navigational instruction as part of the design and fostering use of the activity by students for active learning. Inclusion of peer review as part of a course design is linked with opening up opportunities to overcome “pedagogical isolation” in an online space but also to nurture students to apply and reflect on their own learning.
The research question in this project is ‘what are the existing practices to deliver online peer review activities across UoL Online degree modules and MOOCs and are they effective to support learners?
Funding
This project is funded through a grant from the 91app Centre for Online and Distance Education (CODE).
Project team
Names of project participants (project leader first)
- Dr Daksha Patel – CODE fellow
- Ms Larisa Grice – UoL learning designer
- Amirthaa Deenadayalan – student fellow
- Shaheer Imran – student fellow
Time frame
June 24 – Feb 25
Outputs and resources
- RIDE 2025 Practice Presentation P94 Evaluating Peer review practices in online degree modules and MOOCs.
- Develop a best practice check list for implementing peer review activities online
- Write a report on the findings
Get in touch to learn more
If you want to learn more about our projects or how CODE can support you, drop us a line.