What is Learning Design Studio
Learning Design Studio is a pedagogically grounded productivity and collaboration platform for professionals in the Learning Design (LD), Learning Analytics (LA), and Education communities (particularly those interested in using LD to support Teacher Inquiry of Student Learning (TISL)).
The platform provides users with easy-to-use models for learning design in various subjects, supplemented by guidance on setting learning outcomes and curriculum components, and visual analysis on learning design, which will help users have a better overview of their learning design.
History
Learning Design Studio for Higher Education (LDSHE) was developed under a Hong Kong Government funded project (ITF/306/15FP), titled “An Open Learning Design, Data Analytics and Visualization Framework for e-Learning”. This is a joint institutional project led by researchers from the Hong Kong University of Science and Technology (HKUST, lead institution), The University of Hong Kong (HKU) and Massachusetts Institute of Technology (MIT).
The aim of the joint project is to serve MOOC users (instructors, instructional designers, institutional curriculum leaders and learning scientists) by developing an open framework that integrates three major e-learning technology components.
- Learning and assessment design models and tools that guide and support E-learning course design and the advance planning of specific learning analytics and evaluation requirements.
- Analytics methods, including learning behavior analysis and predictive analytics, for facilitating personalization of online learning and improving the retention rate of MOOC courses
- Visualization interfaces for understanding the huge amount of raw data collected by MOOC platforms as well as the analytical results.
Our Team and Mission
We are a team made up of educational researchers, K-12 teachers, learning designers, programmers, multimedia designers, ect. Working under the Centre for Information Technology in Education (CITE) in the University of Hong Kong, we strive to develop a learning design platform for teachers from K-12 education and higher education to get inspired by each other and deepen their understanding of self-directed learning.
Conceptual Framework
A common design language is required for the collaboration platform. The LDS pattern language, inspired by existing pattern languages, is innovative in that it provides a formalism (or language) which can be used to construct design patterns at different levels of granularity in learning design (Law et al., 2017) such the number and characteristics of the patterns that can be constructed is not limited to a fixed number as in the case of the existing pattern language. This pattern language is being extended such that it can be used to specify LA tools and visualizations for LD patterns represented in the pattern language.
The LDS pattern language facilitates design thinking as well as provide strategies and tools that foster and support designs that align with design principles such as LO-oriented, self-directed learning, in-time feedback, etc.
Award
A Learning Design Framework and Technology Tool to Promote Learning Design as Multilevel Pedagogical Practice
The QS Reimagine Education Award was set up to recognize projects that bring education in line with the changing socioeconomic realities marked by imagining and implementing steps necessary to bring education in line with technological progress, i.e. reimagining education for a fully digitalized, fully connected world.
Publications
Law, N., & Liang, L. (2020). A Multilevel Framework and Method for Learning Analytics Integrated Learning Design. JOurnal of learning analytics, 1(1).
Law, N. (2017). Instructional design and learning design. In L. Lin & J. M. Spector (Eds.), The sciences of learning and instructional design: constructive articulation between communities (pp. 186–201). essay, Routledge.
Law, Nancy, Li, Ling, Herrera, Liliana Farias, Chan, Andy, & Pong, Ting-Chuen. (2017). A pattern language based learning design studio for an analytics informed inter-professional design community. Interaction Design & Architecture(s), (33), 92-112.