Topic outline

  • General

    《Designing Learning for the 21st Century》(为21世纪设计学习)是一门开放课程,该课程由英国博尔顿大学教育控制论研究所(IEC)的专家们专门为中国的教育技术学硕士研究生而 设计。中方学生在本地学校远程学习该课程的内容,并按课程要求完成相应的学习活动。在学生的整个远程的学习过程中,英方专家组与学生们进行同步和异步相结 合、实时和非实时相结合的各种交流互动,及时解答学生在学习过程中遇到的各种问题,及时提供学术支持服务,引导和促进学生完成一个学期的课程学习。最后由中方教师给出符合本地学校考核要求的定量评价(通常为具体的分数)。考核成绩合格者即可获得本地就读大学的相应课程学分。

    Creative Commons LicenseThis Course is licensed under a Creative Commons Attribution 2.0 UK: England & Wales License

  • Week 1 Introduction

    Stephen Powell

    The purpose this induction is to introduce you to the course you will be studying. You will get to know your online facilitators, be introduced to the approach to learning, teaching and assessment and have the opportunity to ask questions about the course.

    What to do:

    1. Individual activity, read about the 'Rationale Behind the Course Design'
    2. Group activity, 'Introduce yourself in the course discussion forum
    3. Group activity, make a short movie about yourself (like the one we have done) and upload to YouKU, share this in the 'course discussion forum
    4. Group activity, introduction to the module using Skype, Thursday 14th October, 16.30 hours Beijng Time (9.30 Greenwich Mean Time
    5. Individual activity, set up your learning journal using a blog, if you already have one use that - choose your own software, but make sure it has an RSS feed so that we can aggregate everyone's posts together
    6. Read about the course approach to teaching, learning and assessment 'Patchwork Media and Approach to Assessment'
    7. Collaborative activity, establish your learning set 
    8. Group activity, ask any questions you have about the course in the 'course discussion forum'
    Pages: 4Glossary: 1URL: 1
  • Week 2. Technology in Education - issues, challenges and trends: an overview

    Richard Millwood

    Learning outcome:Identify and contextualise the major historical and global developments of educational technology

    Assessment criteria: Contribution to the debate demonstrating questioning, responding, analysis and synthesis with reference to evidence 

    Assessment patch: Reflective blog post, referencing module activity

    Session objectives:

    • examine issues, challenges and future trends on the use of technology in education

    • consider issues through diverse views of the global context

    What to do:

    Activity Description Working as:
    2.1 Read the PDF 'Creativity and Innovation' and review the other resources listed below an individual
    2.2 Search for research, professional and government literature on the use of technology in education for a country (not China) relating to economic, pedagogic, strategic and historical approaches-of the documents listed below may be useful, but it is not necessary to read them all. collaborators in a learning set
    2.3 Make a listof key issues for that country as identified in the literature collaborators in a learning set
    2.4 onlineDebate
    Motion: Educational technology can provide a catalyst for change,in the nature of learning, the role of the teacher or the system of education'.Defend or oppose this motion, drawing on the literature you found in the previous activity
    two groups: one defending the motion, the other opposing
    2.5 Write a brief blog post of your reflections your and others' research and debate
    an individual
    Files: 3URLs: 2Wiki: 1
  • Week 3.Technology in Education: Openness and the future of Higher Education

    Li Yuan

    Learning outcome:
    • Identify and contextualise the major historical and global developments of educational technology.
    • Select a key development and argue for its global significance
    • create a group wiki on OERs and its implications in education
    Session objectives:
    • to introduce the concept of Openness and OER movement around the world
    • to explore various OER innovations and the lastest developments of Open Education
    • to understand the importance of openness in education
    • to continue exploring the topic and issues around OERs and Open Education with experts and within the community
     What to do:
      1. Individual activity, from open education pioneer David Wiley,Watch the video

    1. Individual activity, use the reading materials provided below to help you familarise yourself with major OER initiatives, active bloggers and communities in the field.
    2. Group activity, Our Aimdiscuss these questions with peers in your learning set: how do OERs impact teaching and learning in Higher Education and what are the issues that we need to take into consideration in order to realise its potential? eg. sustainability, cultural change, pedagogic issues, technology, etc.
    3. report your findings, thoughts and issues raised during the discussions on the wiki of yourlearning set .

    Essential reading:

    Optional reading:

  • Week 4: Technology in Education - issues, challenges and trends

    Hotseat discussion with experts guests on the topics presented in weeks 2, 3 and 4
      1. Think about some questions or issues that you would like to ask the expert guests.
      2. Participate in the hotseat on Monday 8th November.
      3. Write a reflective blog post that addresses one or two issues that you have found interesting (optional).
      4. Present your findings from your inquiry into research and practice on the use of technology in education in your group wiki page (optional).

  • Week 5:systems approach for technological interventions

    Mark Johnson

    In this part of the course we will introduce systems thinking and begin to explore how it can help us understand different educational contexts.

    You will be introduced to a series of topics where cybernetics can be used to explain education, and the role of technology in it.

    File: 1
  • Week 8.Designing for learning: introduction to IMS Learning Design, with option for in-depth workshop

    Bill Olivier

    In this part of the course we will introduce a broad learning design concept through the design of learning activities using a technology-enabled teaching and learning tool, LAMS, the Learning Activity Management System. This week we will introduce the concept by looking at the IMS Learning Design specification, in the context of where it came from, and next week we look at various Learning Design tools. We will also look at various social software tools and different pedagogical approaches used to support communication, nurturing creativity and innovation, and manage collaborative and personalised learning to enhance learning experiences and outcomes.

    What to do:
    • Work through the activities in Learning Design Using LAMS
    • Follow the Editing in LAMS - instructions to help you set up your own version of the previous LAMS activities so that you can find out how LAMS works from a 'designers' perspective.
    Files: 3
  • Topic 9

    Learning outcome: 

    To understand the structure of a Unit of Learning, and how it is created. To have an opinion on the usefulness of IMS LD.

    Assessment criteria:  

    Students are able to navigate around a Unit of Learning using ReCourse, can find the elements of a Unit of Learning, and can edit them. Additionally, if time allows, students can express an opinion on IMS LD.

    Assessment patch:

    • install and explore the ReCourse editor
    • carry out a guided tour of a Unit of Learning (UOL) in ReCourse

    Session objectives:

    • install and explore the ReCourse editor
    • carry out a guided tour of a Unit of Learning (UOL) in ReCourse
    • make some edits to a Unit of Learning
    • if you have time, consider the potential of the specification in a forum

    What to do:

    • Follow the  Guided introduction to ReCourse as PDF
    • Carry out the assessment patch task to edit a UOL
    • Post your edited UOL to the forum
    • It is difficult for me to know how much work it will be for you to do these activities with ReCourse. Please also use the forum to tell me if I have given you too much work, or if it is too hard!

    If you have time:

    • Read my notes on The wider context for IMS Learning Design. It has some links to papers which you can follow if you would like to.
    • Answer the questions in the additional assessment activity, by making a post to the forum.

    What we will not be doing:

    • Learning Design is a very big and powerful specification. We don't have time for you to become expert authors in the time you have available.
    • If we wanted to use IMS Learning Design with students we would install a server run the UOLs on that. We don't have time to do that (although the server is available at if you want to try!). When a UOL is running it is rather like working with LAMS as a student. 
    Pages: 2Forums: 2
  • Week 11-14:Professional Inquiry Practitioners: planning your inquiry

    Stephen Powell

    You will be putting together a report pulling together the work you have already undertaken with additional things that you have identified as being important. This will form the basis of your assessment.

    You will need to present a document that explains what you have learned and links to the pieces of work (patches) that you have produced already.


    • Assessment 1 - complete the attached table to help you review what you have learned.
    • Create a learning design of your choice either working alone or with others. This could be done in LAMS, Moodle, RECOURSE, widgets or any other platform or tools of your choice.
    •  Assessment 2 - present your design along with a 'brief'
    Page: 1