Learning Design Evaluation — Instructions
1. 	Rationale 
The purpose, process and outcomes of this instrument are outlined in the table below.

 Learning Design Evaluation	
Purpose	Process	Outcome	
Evaluation of the learning design in terms of:
• 	Its potential to facilitate high quality learning experiences for students.
• 	Its suitability for redevelopment in a more generic form.	Completion of instrument: Learning Design Evaluation Work Sheet and Submission Form.
You are to complete the Learning Design Evaluation Work Sheet individually, then consult with your assigned evaluator to reach consensus on your answers and submit a one completed Learning Design Evaluation Submission Form to the Project Manager.
This instrument comprises eight questions which are to be answered by reviewing the submitted data sources and the completed Learning Design Submission Form.
• 	Questions 1 to 4 serve to examine the potential of the learning design to foster high quality learning.
• 	Question 5 addresses how the technologies employed facilitate the learning design.
• 	Questions 6 and 7 are designed to elucidate the key and/or unique elements of the learning design which produce the learning outcomes.
• 	Question 8 requires a judgement to be made about whether the learning design is suitable for redevelopment in a more generic form.	Consensus reached between evaluators on:
• 	Judgement of the potential of the learning design to foster high quality learning.
• 	Generic description of the learning design.
• 	Judgement of the learning design’s suitability for redevelopment in a more generic form.	
2. 	Completing the Learning Design Evaluation Work Sheet and Submission Form
For the first five questions, you are required to write a summary description by considering the prompts as the basis for your judgement. Keep in mind all the aspects that contribute to the learning design and its particular implementation — the students, how the learning design is delivered, the pedagogy employed, and how the features of the technology enhance or inhibit the learning potential. If a prompt is difficult to address comment on why (eg, omission in data provided, omission in the learning activity, etc.). 
The Learning Design Evaluation Work Sheet has space provided next to each of the prompts to allow you to make notes. 
Please note: You do not need to fill in each box. However, the notes you make may assist you when producing your summary and forming a judgement.
Once you have completed the Learning Design Evaluation Work Sheet, you are to collaborate with another assigned evaluator to reach consensus for each of the answers and then submit one completed Learning Design Evaluation Submission Form to the Project Manager.

Learning Design Evaluation Work Sheet
To be completed on an individual basis for purposes of notation about the specific learning design.
1a.	How does the learning design support Learner Engagement? 
Identifies learner goals, intentions and expectations
How does the learning design identify and build upon learner intents (desires or goals) and expectations? What assumptions does it make?		
Uses prior experiences
In what ways does the learning design take account of learners’ prior experience and understanding at each stage (with regard to content, language and terminology, type of task, technology-used, etc)?		
Enables accessing key concepts in many ways
How does the learning design enable students to experience the concepts/ideas/issues of the course in a variety of different ways? (Eg. Are different ways of involving students in working with the key concepts of the course used?)		
Opportunities for peer interaction and feedback
What variety of opportunities does the learning design provide for students to engage with their peers and gain feedback from them? Are activities with peers developed throughout the activity?		
Assessment supports engagement
How does the formal assessment for the learning design facilitate or inhibit student engagement?		
Supports reflection and consolidation
In what ways do the activities enable learners to reflect on their experience and integrate and consolidate the various parts of the learning design?		
Engages students affectively
How does the learning design engage students affectively (with regard to feelings and emotions) and link with them personally? How inviting is the activity?		

Allows learner control of learning
What mechanisms are available to give students a sense of control over their engagement with the activities? Eg. through identifying what they need to learn; influencing what they do? Does the interface impede or support this engagement?		

1b.	Summarise how Learner Engagement is supported by the learning design.

1c. 	How well does the learning design support Learner Engagement? 
(Place an X on the following range)
Very poorly | ______________________________________________| Very effectively

2a.	How does the learning design acknowledge the learning context?
Links to the field
In what ways are problems, issues and activities presented fully in the specific context of the field of study/ professional practice?		
Links to broader context
In what ways are problems, issues and activities presented fully in the broader context of the social/ political/ economic/ environmental (etc.) circumstances as appropriate?		
Accounts for students’ circumstances
How do the activities take account of the current circumstances of the student (eg. task demands, resources available)?		
Provides for application of concepts
How do the activities take account of the place of application of what is being learned (eg. through focusing learners on their current workplace, their anticipated professional activity, or in application to particular aspects of their academic subjects)?		
Enables links to other contexts
How does the learning design help students to see how the current learning can be used/built upon in various contexts and situations beyond the ones given?		
Asks realistic knowledge demands
How are the knowledge demands (level of difficulty, knowledge assumed, etc) of the learning design identified and students equipped to deal with them?		
Supports multiple cultures and diversity
What cultural assumptions are built into the learning design? Are stereotypes avoided? What are the limits to where this design is appropriately used (eg. only to be used with students familiar with dominant Australian cultures)?		
Matches assessment to outcomes
How do student assessment activities match learning outcomes and provide expression for appropriate high-level quality outcomes?		
2b.	Summarise how the learning design acknowledges the learning context.

2c. 	How well does the learning design acknowledge the learning context? 
(Place an X on the following range)
Very poorly | ______________________________________________| Very effectively

3a.	How does the learning design seek to challenge learners?
Questions student’s knowledge base
How are students involved in questioning the knowledge and experience they bring to the activities?
		
Highlights limits in knowledge base
How do students become aware of the limits of the knowledge they develop through the activities?
		
Supports student ampliative skills
How does the learning design assist students in going beyond the knowledge/resources provided for them? Is this done in ways that are realistic for students to pursue?
		
Equips students to plan other learning activities
In what ways does the learning design aid and equip students to make decisions about significant aspects of planning, directing and assessing their own learning in subsequent activities?
		
Encourages self-criticism
How are students encouraged to be self-critical and test their own assumptions at various points?
		
3b.	Summarise how the learning design challenges learners?

3c. 	How well does the learning design challenge learners? 
(Place an X on the following range)
Very poorly | ______________________________________________| Very effectively
4a.	How does the learning design provide practice?
Encourages student communication and demonstration
How does the learning design encourage and allow students to articulate and demonstrate to themselves and others what they are learning?
		
Provides feedback at key points
In what ways is appropriate feedback (in terms of sources, nature and timing) available at key points in the learning process?
		
Equips students to learn appropriately
How does the learning design help and equip students to discern and apply standards and criteria that indicate they are learning appropriately?
		
Models expected performance
Are learners exposed to and work with models of the kinds of practice expected of them? (ie. do the activities and resources enable them to experience good examples of work of the types they are expected to produce?)
		
Encourages learner confidence and practice
How does the learning design enable students to develop confidence in their ability to express their learning outcomes? Is sufficient practice (both in terms of amount and kind) provided to enable expertise to be realised?
		
Aligns goals, tasks and assessment
Will students experience clear alignment between the goals of the activities, the tasks in which they engage and the ways in which they will be assessed?
		
4b.	Summarise how the learning design provides practice?

4c. 	How well does the learning design provide practice? 
(Place an X on the following range)
Very poorly | ______________________________________________| Very effectively

5.	Infrastructure and Technology assessment: How do the technologies employed, their supportive systems and particular implementation facilitate the learning design?
Technology Assessment is a specific term to review a technology and how it provides support for and access to a variety of functions. In this question you are asked to make judgements about the likely impact of different hard and soft technologies on the learners and the ways in which activities are undertaken.

Please provide an answer for each prompt.
Technology affordances
What are the affordances of this particular implementation of technology and its supportive systems? (Include unanticipated affordances/unintended benefits)		
Scalability of design
Are all or parts of the learning design scalable? (Consider numbers of students and technology requirements to support different cohort sizes.)		
Applicability in different contexts
Is it transferable to different learning contexts in terms of technology or support systems requirements? What critical resources are required?		
Transferability to other knowledge domains
Are there specifics about the implementation that constrain it to a particular knowledge domain or is it transferable to others? If so, which ones?		
Requires special sets of skills
Does the particular implementation require special skills of teachers or students?		
Costs of implementation in other contexts
Are there direct or indirect costs that will affect other implementations? If possible, can you estimate an indicative cost per student?		

6.	Description of the Learning Design
Please provide a generic description of the learning design in terms of the following.

Planned learning outcomes: 
What skills/outcomes does this learning design aim to achieve?
		
Activities/process/
theory that characterise the learning design:
What are students required to do in this learning setting? What is the process in which the students engage in this learning design?
What theory underpins this learning design?
		
Resources that characterise the learning design:
 What are the necessary resources that support the implementation of the learning design and what form do they take? Note any special or unique aspects about the resource set.
		
Support mechanisms that characterise the learning design:
What support strategies/mechanisms are critical to the learning design and what form do they take? (Eg., collaborative teams with defined roles, buddy system, workplace mentor, role of the instructor, etc.)

7.	Summary description of the learning design
Review your answer to Question 6 and provide a summary description of the learning design. 

8. 	Suitability for Redevelopment
a. 	Upon review of your answers for all the above questions, do you think this learning design has elements that could be redeveloped as a generic learning design? (Select/highlight your choice.)

Yes 

Yes, but with the following changes/additions (gaps or deficiencies identified when answering questions). 

No, please state why.

b. 	What elements of the learning design should be considered/included in a redevelopment (refer to Question 6 for assistance).

Evaluator:   __________________________
Date: