From praxis to delivery: a Higher Education Learning Design Framework (HELD). (20th May 2016)

• Record Type: Journal Article
• Authors: Holdsworth, Sarah; Hegarty, Kathryn
• Is Part Of: Journal of cleaner production. Volume 122(2016:May)
• Page Start: 176
• Page End: 185
• Publication Date: 2016-05-20
• Subjects: Higher education -- Learning design -- Skill sets -- Pedagogy -- Curriculum; Factory and trade waste -- Management -- Periodicals; Manufactures -- Environmental aspects -- Periodicals; Déchets industriels -- Gestion -- Périodiques; Usines -- Aspect de l'environnement -- Périodiques; 628.5
• DOI: 10.1016/j.jclepro.2016.01.074
• Languages: English
• ISSNs: 0959-6526

Abstract

Abstract: Universities and colleges have many global and local imperatives that attend the design of courses. These include industry-linked curriculum, institution wide graduate attributes, learning-focused approaches, professional accreditation requirements and increasingly, the need for work-ready graduates who are able to become lifelong learners on their exit from formal studies. Approaches to the design of study units in higher education has been the subject of considerable scrutiny over recent decades. This paper presents a framework which seeks to capture the 'lived experience' and practice wisdom of educational design. It situates the framework for contemporary learning design in the context of the various imperatives within higher education, offering some points of entry by which educators may draw together the many, sometimes competing, requirements and syntheses these with good practice in curriculum and pedagogy. It is envisaged that the use of this framework, by academic in the development, renewal and delivery of their higher education course and programs, will result in learning design and delivery that will build the confidence needed not just in our graduates but in our institutions and their profound and crucial role in the contemporary world. Highlights: Economic and structural readjustments have resulted in the massification of higher education. Educational design must consider both traditional professions and the skilled workforce. Disciplinary, professional and individual values characterise the practice of education. Educational design must consider the different cultures and drivers within higher education.