Skip to 0 minutes and 6 seconds CHIE ADACHI: Hello, and welcome to week two of our digital learning course. This week, we are going to take a more in-depth look at the role of design in digital learning. To do this, we will dive deep into our thinking about innovative approaches to transform education. This includes examining how service design puts the needs of learners front and centre in the creation of excellent digital learning experiences. As we will discover, this requires close collaboration not only between designers and consumers, but also among designers themselves, as we need diverse expertise to solve a wide range of complex problems.
Skip to 0 minutes and 53 seconds As part of this discussion, we’ll explore the shifting role and identity of educators in the digital and why we need such a wide range of professionals to support them. Boundary crossing is one way of understanding the complex intersection between different knowledge domains and ways of working associated with digital learning projects. To round out the week, you will have the opportunity to integrate your learning by producing your own professional practice plan. This plan is a space for reflecting on your current practice as a digital learning practitioner. It will allow you to consider how you apply the theories and frameworks you looked at in this course to bring about your professional transformation.
Skip to 1 minute and 44 seconds By the end of the week, we should be ready to put together everything we learnt so far to answer the big question we set ourselves in week one. That is, how do we transform the future practice of digital learning? I hope you enjoy the week and look forward to hearing more from your contributions.
This week, we’ll explore the notion of ‘design’ as an integral part of digital learning and practice.
In particular, we’ll focus on design thinking and service design. This includes ideas such as empathy and service in the design process and the central role of the people (ie digital learners and learning practitioners) who make significant contributions to transformative experiences and practices through digital learning.
You’ll also have the opportunity to produce your own professional practice plan. This activity will prompt you to reflect on what you’ve learnt in this course and provide a guide for your future practice.
Collaborative learning – peer review
After producing your plan, you’ll be invited to share your work with others by participating in a peer review activity (Step 2.10).
This activity will allow you to receive constructive feedback on your own plan and provide feedback on other learners’ plans.
As we’ll discover throughout this week, collaboration is key to transformative practice. This peer-review activity is one example of how we can engage with others’ perspectives, convert theory into practice and use collaboration to facilitate connections that enable transformation to occur.
Watch the video from Chie to find out more about what we’ll be covering in Week 2.
Given the focus this week, let’s start by considering the terms ‘transformation’ and ‘innovation’ in the context of digital learning.
These buzz words are often thrown around in our field (especially in relation to technological advancement), but what do they mean to you? Are there any differences between them? If so, what are they?
Start the week by using the comments to discuss your thoughts.
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