Design for Online Learning
Learn to design impactful online learning
What’s at the core of great online learning design? Gain the tools to design online learning that is inclusive and relevant to your learners' needs.
Presented by Dr Cheryl Brown and Dr Kathryn MacCallum. Learning begins 9 Oct and ends 3 Dec, followed by a 2-week period of marking and feedback.
Are you familiar with the instructional design process but are still not sure about how to increase online learner engagement and success? Gain the skills and confidence you need to create student-centred and impactful online learning.
You’ll explore what learning and teaching looks like in the online environment, including effective online pedagogy, with a focus on learner-centred design approaches that are culturally responsive and inclusive.
Examine the complex relationship between pedagogy, technology and content, before applying your new knowledge to analyse, design and plan to develop an online learning resource grounded in learning design theory, models and methods.
Keen to expand your learning design skills? Our Instructional Design Basics course is a great precursor to this course, laying the foundations of instructional design– learn more here.
Please note: UC Online has a minimum enrolment threshold that must be met to enable opportunities for interaction, discussion, and feedback. If the minimum number of enrolments required for a course is not met, enrolled students will be given the option to defer their enrolment to the next course date, or receive a refund.
This course is equivalent to Level 8 Post Graduate study therefore applicants must meet the entry criteria as approved by NZQA, and have;
- Either a Bachelor's degree or equivalent level qualification
- OR equivalent professional experience in a relevant field. Learners will be asked to demonstrate equivalent professional experience, which can include paid or voluntary work. If you’d like to check if you have the equivalent professional experience you can email us at firstname.lastname@example.org
Learners are required to have background knowledge of instructional design processes and models like ADDIE; or have undertaken Instructional Design Basics or a comparative course. Courses are taught in English and therefore learners should be confident reading, writing and listening in English.
- We recommend a laptop or desktop computer and a reliable internet connection.
- A PDF reader (like Adobe Acrobat Reader DC) to download PDFs with assessment instructions.
- Word processing software (like Microsoft Word or Google Docs) to complete your assignments.
- A prototyping tool like PowerPoint or Google Slides.
Course fees must be paid before learning can begin, either via online credit-card payment, or by contacting email@example.com to request an invoice. Please note: fixed invoice payment dates apply, so we recommend getting in touch with us as soon as possible to request an invoice, as this option is subject to availability.
Our courses are flexible, enabling you to plan your study around your other commitments. You can choose to study when it suits you during the 8-week learning period (9 October – 3 December), followed by a 2-week period for marking and feedback (4 – 18 December).
We recommend completing around 12 hours of study a week during the 8-week learning period – you can view the course overview here for more details on assessment timings.
Module 1: Learning in the online environment
Explore what learning looks like in the online environment, the roles of the learner, the teacher and the learning designer. You’ll also engage with key learning theories and their application in online learning.
How does technology influence the learning process? We discuss the knowledge that is needed to design effective learning experiences that consider the differences between online and face-to-face learning.
Module 3: Analysing learners’ needs
Learn about two ways of designing learning that put the learner at the centre: Universal Design for Learning (UDL) and Culturally Responsive Pedagogy (CRP). Use probing questions, data, and a design thinking toolkit to learn more about your learners.
Module 4: Design for effective learning online
Learn how to engage your learners and build a sense of presence which is often hard to do in the online environment.
Module 5: Implementation and evaluation
Reflect on the effect of diffusion of innovation theory to your learning design context. Develop knowledge of implementation matter related to your learning design plan. Discover different approaches to formative evaluation of your learning design plan.
Module 6: Conclusion and next steps
Reflect on your learning and explore the next steps in your learning design journey.
- Quiz = 15%
- Analysis = 30%
- Design Plan = 30%
- Design Reflection = 25%
Dr Cheryl Brown
Associate Professor | University of Canterbury | School of Educational Studies and Leadership
Dr Kathryn MacCallum
Associate Professor | Digital Education Futures | University of Canterbury | School of Educational Studies and Leadership
Associate Professor Cheryl Brown
Cheryl Brown is an Associate Professor at the University of Canterbury’s School of Educational Studies and Leadership.
Her research interests centre on access to ICTs and how they facilitate or inhibit student participation in learning. She’s recently looked more closely at the role technological devices (like cell phones and tablets) play in students' learning in a developing context and the development of students' digital literacy practices.
She’s also led research projects on digital education leadership, personal mobile devices in learning and teaching, and developing e-learning professionals in Africa.
Associate Professor Kathryn MacCallum
Kathryn MacCallum is an Associate Professor of Digital Education Futures in the University of Canterbury’s School of Educational Studies and Leadership.
She’s established a strong research background that focuses on integrating digital tools into a tertiary curriculum.
She’s led and been involved in several research projects that explore the role of technology (and more recently AR and VR) to support learners.