ORIGIN OF THE LEARNING DESIGN
This learning design was developed collaboratively by a team consisting of:

• Two academics from within the Faculty of Indigenous Research and Education at Northern Territory University (NTU), one of whom had a strong theoretical background in Aboriginal knowledge systems and language and the other who had a Science background and had been applying Aborginal knowledge systems in his teaching.
• A student who had completed the unit in a face-to-face mode.
• An educational designer with extensive experience in using new learning technologies.
• Two technical multimedia staff.

This learning design evolved from looking at what worked in a face-to-face mode and exploring solutions that technology would provide. A central component to the design was developing the key question framework for students to build their understandings around.

TIMES THE LEARNING DESIGN HAS BEEN USED
The exact learning design has not yet been replicated, but this is likely to happen with some variation in some humanities units in 2003.

However, the overall approach taken is characteristic of much of the teaching in NTU’s Faculty of Indigenous Research and Education.

MODIFICATIONS SINCE FIRST USE
We are planning to use some of the suggestions in the evaluation of this learning design by this project (AUTC-funded ICT project) to change the assessments and also some of the stimulus activities for students in 2003.

DISSEMINATION
None yet. However, the learning design is going to be explored as a possible framework for teaching some politics units in 2003.

RESEARCH CONDUCTED ON THE DESIGN

This subject has been the focus of a PhD study. For information about the findings, please contact: Barbara White Barbara.white@ntu.edu.au.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
Not provided.

UNEXPECTED LEARNING OUTCOMES
Not provided.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Not provided.

Comment from the Evaluation Team...

The evaluation of this exemplar by this project highlights that this learning design supports learner engagement very well. Excerpts from the evaluators' feedback are as follows:

"Learners are supported by providing suggested pathways through the context, ie: states pathways for those that may not be comfortable to explore."

"The learning design is underpinned by the expectation that learners are to express their experience and understanding – to engage in social dialogue. In fact, there is congruence between the content and the learning design."

"Assessment tasks facilitate the learning design – they are the driving force of the learning design. There is a lack of authenticity as students do not engage in authentic real-world tasks. Ie: the application of their appreciation of resource management issues in a real-world task e.g., submission of a report to the government, a feasibility study, etc. However, it may not be necessary for this type of subject to provide “real-world” tasks given that it’s an introductory subject – This subject may serve as a “building block” for other subjects which provide authentic tasks."

"The voice of the lecturer in the resource materials supports students affectively as scaffolds are provided to help them with the study approach required for this subject. They are valued as an individual and it is explicitly stated that the success of the subject depends on their involvement and their experiences are important."

"The Web site interface encourages flexibility of access to subject resources. Students are given a suggested pathway to the reading materials but are encouraged to look for other resources. The assessment tasks are stated clearly thus the student is aware what needs to be done, although the assessment criteria is not stated – perhaps this is negotiated with the students (this is an assumption)."

ACKNOWLEDGMENT OF LEARNING CONTEXT
Not provided.

Comment from the Evaluation Team...

The evaluators concluded that whilst the learning design does seem to acknowledge the learning context reasonably well, it does not explicitly facilitate the transfer of knowledge to real life tasks. However, the learning design does provide learners with an opportunity to experience multiple perspectives, which is an overall objective of the subject.

Some excerpts from the evaluation include:

"Links to the field: Difficult to assess as I’m not familiar with the content however, the readings do seem to present a range of views."

"Links to broader context: The content is inherently related to the consideration of the broader context."

"Provides for application of concepts: This is where we think the design falls short. The objectives of the subject don’t provide an opportunity for transfer of knowledge to be encouraged. The tasks also don’t facilitate the transfer to real-world applications. The search skills and the analytical skills students gain plus their exposure to tolerate ambiguity can be transferred to other contexts where there are no “right” or “wrong” answers."

"The content is all about supporting multiple cultures and diversity. The design also supports multiple cultures and diversity by encouraging the students to build to and shape the content of the subject by participating in social dialogue and adding to the glossary/bibliography."

" The tasks match to the outcomes. One observation is that all the assessment tasks are individually based thus there is little opportunity to “contest” knowledge by working with peers on the construction of a piece of assessable work."

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
Not provided.

Comment from the Evaluation Team...

The evaluators indicated that the nature of the assessment tasks may influence how well "learner challenge" is supported:

"Students can question themselves individually by referring to the 4 key questions as they read materials. They also have the facility to discuss with their peers specific issues in an online discussion. Whilst there seems to be motivation for students to question and discuss issues online for construction of their first task, there doesn’t seem to be much other opportunity to question their knowledge base as a group as the remaining tasks are individually based and require each student to engage in individual study."

However, other aspects of the learning design seem to support "learner challenge" well - although it is assumed that the lecturer facilitates this. Evaluation comments include:

"Highlights limits in knowledge base: This may be supported by the lecturer. It's not sure how else this is implemented in the learning design."

"Supports student ampliative skills: Students are asked to read more widely than the resources given for their web site (Major topic) assignment."

"Equips students to plan other learning activities: The scheduling of the first three assessment pieces enables students to work on these tasks individually and sequentially one task at a time. Task 2 feeds into Task 3."

"Re: assessing their own learning – this would depend on the feedback provided by the instructor to the assessment tasks."

OPPORTUNITIES FOR PRACTICE
Not provided.

Comment from the Evaluation Team...

The evaluators stated that whilst opportunities for practice are provided in the learning design, there is scope to improve this aspect of the learning design:

"Students are encouraged to post their comments in the online discussions and they are valued as a participant of the subject. In terms of practice, the learning design encourages to build arguments taking into consideration the 4-key questions thus providing students with practice of applying these questions."

"The assessable tasks require students to articulate what they are learning. A suggestion for the second task would be to provide an overall summary to justify the selection of resources. It seems that the students are required to list a number of discrete resources and annotate these resources in terms of their relevance but there is not overall construction of an argument or perspective."

"There is alignment between the goals/objectives and how the students will be assessed. An observation is that the tasks are all individually based – thus this may provide limited opportunity for students to “contest” knowledge with their peers."