S02 EP05: ILXD Dimensions – Interactions
Adventures in Learning Design
Martin Bloomfield joins us again for yet another fascinating foray into neurodiversity and learning design. We discuss the differences between learning ‘input’ and what ‘output’ is expected from learners, why it’s so important to identify neurodivergence early in a learner’s life, and who’s responsible for ensuring learning is more inclusive. Martin also introduces us to a new acronym – PERDISOMOLO – and invites us to imagine we were wombats! (Stick with it – he’s making a very important point!) This episode is the last in our Season 2 mini-series focusing on inclusive...
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S02 EP04: ILXD Dimensions – The Materials
Adventures in Learning Design
Michelle Mangal talks to LearnJam about why representation matters in learning resources, how to do justice to learners’ complex identities, and how good teachers can make learning materials interesting and relevant to young people. This episode is part of our Season 2 mini-series focusing on inclusive learning design (ILXD). Download the ILXD Dimensions framework at www.learnjam.com/resources and find out more about our inclusive approach to learning design at www.learnjam.com/inclusive-online-learning
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S02 EP03: ILXD Dimensions – The Environment
Adventures in Learning Design
How can a learner's environment – physical or digital – affect the inclusivity of learning design (ILXD)? Featuring special guest Runna Badwan, talking about the need to adapt techniques and approaches for learners in different contexts, the risk of making assumptions about learners' knowledge of digital technologies and how teachers and learners can thrive even in particularly challenging environments.
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S02 EP02: ILXD Dimensions – The Learner
Adventures in Learning Design
In this episode, we explore one very important factor in inclusive learning design (ILXD) – the learners themselves. Featuring special guest Martin Bloomfield, talking about how individuals think and learn in different ways, and how education and assessment need to reflect this diversity.
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S02 EP01 – Welcome to Season 2!
Adventures in Learning Design
We reflect on some highlights from the first year of the Adventures in Learning Design podcast and look ahead to what's coming up in Season 2. Plus, Tim has an announcement to make...
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EP. 14 - Learning through text messages
Adventures in Learning Design
In this episode we have a scintillating conversation with Rachel Nemeth, CEO of New York-based startup Opus. Opus is a digital platform that delivers text message courses to deskless workers.
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EP. 13 - Storyboarding
Adventures in Learning Design
In this episode, Tim and Laurie speak to Lucy Williams from the LearnJam team about how we use storyboarding in our online course development and why it works so well. We also share some tips and ideas for how to storyboard remotely.
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EP. 12 - Inclusive Learning Design
Adventures in Learning Design
Tim and Laurie talk to fellow LearnJammers Laura Patsko and Lucy Williams about an Innovate UK project we are working on to develop and share best practices in inclusive online learning.
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EP. 11 - Agile
Adventures in Learning Design
Tim and Laurie speak to Jo Sayers, fellow co-founder of LearnJam, about how (and why) he uses the Agile product development methodologies to develop digital learning products and solutions. We find out a bit more about his approach and Jo shares advice for anyone looking to find out more about Agile and how it can be put into practice.
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EP. 10 - Research
Adventures in Learning Design
Tim and Laurie talk to Laura Patsko – a language and pedagogy consultant exceptional researcher. Laura shared insights into how she worked through vast quantities of learning research and evidence in order to develop our evidence-informed Learning Design Principles.
info_outlineMotivation is one of the most important learning design principles – but also one of the most difficult to design for. Lots of the things we need to learn aren't intrinsically motivating, especially if it's something just have to learn for work or for our studies. And extrinsic motivators, like rewards and punishments often don't work.
So, a key aim for Learning Designers is to maximise the intrinsic motivation in a learning experience. That means fostering self-direction and agency, providing positive feedback on performance, and encouraging perseverance when things get hard (and learning is hard!)
We share some examples of recent learning experience that we've gone through and which we found really motivating (music production, running and wellbeing) – and think about why that was, and what some of the Learning Design decisions were in the products that we used.
We discuss two theories of motivation:
- Self-determination theory (from researchers Richard Ryan and Edward Deci) suggests that there are three essential ingredients for motivation: autonomy, competence and relatedness. That means we need to feel in control of our learning, we need to feel like we're achieving and making progress, and we need to see how what we're learning is relevant to our lives and personal interests.
- The 'ideal future self theory', based on research by Zoltán Dörnyei tells us that if we can help learners to build a clear and tangible vision of who they want to become through learning, then we can develop motivation.
And finally, we talk about how we've put these theories into practice in some of our recent projects.