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What is design
for learning?

design for learning presents an approach for use in developing courses, curricula, and training programs. design for learning [online] is the asynchronous, web-based course which marks a new phase in CEDH's effort to make instruction in systematic course design available to a wider constituency. The online course incorporates a variety of online components. This means that you will have easier access to pertinent information at the point when it is most useful. You will be able to interact with instructors and other participants in the course, both receiving and providing feedback. You will also be able to proceed at your own pace, and there will be opportunities for self-assessment.

design for learning will enhance your ability to train students in the health professions for their future responsibilities. It will do so by communicating a systematic approach to developing instruction. You will have an opportunity to apply the approach as you construct a course in an area of study that you select. On completing the program, you will have acquired both the knowledge and skills to increase the impact of your teaching.

The design for learning model is systematic and competency based. It is systematic in that the process of designing instruction follows a logical sequence of steps - each of which builds on those that precedes it. Setting goals is the first step. The development of more specific learning objectives follows. These, in turn, determine how the learning outcomes will be evaluated. Objectives describe the intent of instruction. Evaluation will look at the actual outcome. Instructional activities can now be selected and the choice is not arbitrary. Activities will be selected to facilitate achievement of the learning objectives - as measured by the evaluation. The final step in this systematic process consists of organizing the activities into a syllabus.

This approach differs from that often followed in course development. Other approaches often leave out learning objectives. Instructional activities and course content often reflect the teacher's interests and points of view rather than student needs. Decisions concerning evaluation are commonly made at the last minute and may correlate poorly with what was taught. And, too frequently, the process is fragmented and lacks a clear rationale.

design for learning addresses these issues: It fosters greater coherence and consistency among the different facets of the instructional process. This is likely to result in teaching that is more effective and at the same time more efficient. There are additional benefits. The format you will use for designing instruction will enable you to communicate in clear terms your educational intent and how you plan to achieve it. This can be valuable in mobilizing administrative support and resources for your teaching.

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