Page 27 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

H. Annala · Learning Design

● Relevance: The programme should meet the pre-existing needs of the
participants. It is a good idea to survey their needs before the programme

starts.

● Quality: It is important to give the participants di erent angles to view their
courses from through ample feedback and resources.

Conclusion

In conclusion, choosing and using LD in module creation might be time consuming

for the instructor when planning a module. However, it will save them time later
during the module as the students are able to progress more smoothly, and as a

result, need to ask fewer questions while gaining better learning outcomes.

References

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.

Colman, H. (2022). eLearning storyboard 101: How to map out an online course [Free
Template]. iSpring.

https://www.ispringsolutions.com/blog/elearning-storyboard

Junes, S. (2020). EUNIS 2020: Digimentors promote good practices and knowledge
sharing. University of Helsinki.

https://www.eunis.org/download/2020/EUNIS_Book-of-Abstract_2020.pd
f

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of
evidence-based practices in online learning: A meta-analysis and review of

online learning studies. US Department of Education.

http://eric.ed.gov/?id=ED505824
Obsidian Learning (2017). Instructional design resource: ADDIE infographic. Obsidian

Learning.

https://obsidianlearning.com/blog/2017/02/instructional-design-resource-
addie-infographic.html

Pihlajarinne, H., Haapakangas, V. & Annala, H. (2017). First experiences from “how to
design an online course” for TAMK teachers. TAMK-konferenssi - TAMK

Conference 2017. Learning and Working Together. Tampere: Tampereen

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