Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectations

Dickson-Deane, C; Heggart, K; Vanderburg, R

Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectations

Dickson-Deane, C

Heggart, K

Vanderburg, R

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Publisher:: Springer Nature
Publication Type:: Chapter
Citation:: Design Education Across Disciplines: Transformative Learning Experiences for the 21st Century, 2023, pp. 125-142
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.contributor.author	Vanderburg, R
dc.date.accessioned	2023-11-09T02:51:09Z
dc.date.available	2023-11-09T02:51:09Z
dc.date.issued	2023-01-01
dc.identifier.citation	Design Education Across Disciplines: Transformative Learning Experiences for the 21st Century, 2023, pp. 125-142
dc.identifier.isbn	9783031231513
dc.identifier.uri	http://hdl.handle.net/10453/173265
dc.description.abstract	As more and more organisations examine the validity and suitability of online and blended models of learning and development the pandemic has only accelerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different contexts. Contexts are the foundation and thus have a direct dependency when one thinks of designing for learning and performance. Understanding the factors that influence how a context shapes the learning experience thus assists with a much improved outcome for institutions and individuals (de Alvarez & Dickson-Deane in TechTrends 62:1–9, 2018; Romero-Hall, E., Correia, A. P., Branch, R. M. (Rob), Cevik, Y. D., Dickson-Deane, C., Chen, B., Liu, J. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B in Research methods in learning design and technology. Routledge, 2020). Work-integrated learning, also known as cooperative education in some geographies, depends on the integration of the disciplinary and societal context to add the value needed for the learning experience (Saunders in JADARA 6, 2019). Knowing how this may look from a design perspective and then measuring it against the outcomes that are achieved to see if they meet the needs of industry and society at large is the next step to have meaningful translation (Carr-Chellman & Carr-Chellman, in TechTrends 64:704–709, 2020).
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Design Education Across Disciplines: Transformative Learning Experiences for the 21st Century
dc.relation.isbasedon	10.1007/978-3-031-23152-0_8
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://doi.org/10.1163/1875984X-14010017
dc.title	Designing Learning Design Pedagogy: Proactively Integrating Work-Integrated Learning to Meet Expectations
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Professional Practice and Leadership
pubs.organisational-group	/University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
dc.date.updated	2023-11-09T02:51:08Z
pubs.publication-status	Published

Abstract:

As more and more organisations examine the validity and suitability of online and blended models of learning and development the pandemic has only accelerated this demand. While the initial response was more in line with emergency remote teaching (Heggart in Global perspectives on educational innovations for emergency situations. Springer, 2022), more carefully planned models, often requiring design expertise, are now being trialled in different contexts. Contexts are the foundation and thus have a direct dependency when one thinks of designing for learning and performance. Understanding the factors that influence how a context shapes the learning experience thus assists with a much improved outcome for institutions and individuals (de Alvarez & Dickson-Deane in TechTrends 62:1–9, 2018; Romero-Hall, E., Correia, A. P., Branch, R. M. (Rob), Cevik, Y. D., Dickson-Deane, C., Chen, B., Liu, J. C., Tang, H., Vasconcelos, L., Pallitt, N., & Thankachan, B in Research methods in learning design and technology. Routledge, 2020). Work-integrated learning, also known as cooperative education in some geographies, depends on the integration of the disciplinary and societal context to add the value needed for the learning experience (Saunders in JADARA 6, 2019). Knowing how this may look from a design perspective and then measuring it against the outcomes that are achieved to see if they meet the needs of industry and society at large is the next step to have meaningful translation (Carr-Chellman & Carr-Chellman, in TechTrends 64:704–709, 2020).

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