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Tuesday, October 30 • 11:45am - 12:15pm
Exploration design on course sites: Building positive learner experience

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Learning design theories and methodologies often emphasise student-centred and empathetic designs (see Morris and Warman, 2015). Part of this thinking, together with the embedded pedagogical approaches of LMS’s such as Moodle, often land itself to streamlined, linear designs of courses and their course sites (Sancar and Cagiltay, 2008). Linear designs have been argued to reduce students’ cognitive loads which lead to a more positive learner experience (Kuhlmann, 2012). However, as pointed out by some critiques, are we nurturing students to be more knowledgeable but less critical and creative? Designing courses for adult learners should consider Andragogic principles in which learners are provided with self-directed, autonomous learning experiences and opportunities to explore and problem solve rather than be content centred (Knowles in Cercone, 2008). Non-linear or exploratory course design caters for this type of user experience and can be used to further foster and develop the design thinking process. In our presentation, we look to apply learning design and user experience principles to build exploratory course sites that balances between students’ cognitive loads with exploration and curation. Rather than advocating a non-linear approach to design, the term "exploration" is used to encourage educators and designers to think beyond the binary. We will present a number of examples of courses in which this form of design has been applied and where exploration opportunities were provided to learners. We will also discuss how activities can be designed to encourage exploration and be incorporated within course design.


Janene Harman

Australian National University

Rebecca Ng

Educational Technologist, ANU

Tuesday October 30, 2018 11:45am - 12:15pm AEDT
Blackfriars Building, G.25