Unit 2, Activity 1 – Theory-Informed Learning Design

As I continue to explore the PoP that my organization is facing with the adoption of MS Teams for collaboration, teaching, and learning, it is becoming more apparent that connecting with other educators and groups outside of our practice, e.g., technical team and project teams is essential to continue honing our skills in the new normal of working and learning together. A few of the anecdotal feedback that I have received recently were, “it is great to connect with other educators to bounce ideas,” and “I like the idea of creating a community of learners so we can continue learning together.” I also shared the same sentiments as my colleagues and proposed an online community of learners via the MS Teams platform to support each other. My proposal to create an online community of learners is based on the concept of the community of practice, anchored in the contemporary learning theories of social-constructivism and situated cognition. As I mentioned in the Unit 2 discussion forum, social constructivism and situated cognition theories are based on the philosophy that learning is social and emergent. Learning is not an individual activity but rather a social activity where knowledge is co-created through interaction with others. Hence, learning is a generative process underpinned by real-world practices that are relevant, practical, and transferrable.

Another vital element to be considered is the creation of the artifacts to solve the PoP. Hence, creating digital learning resources (DLR) and the appropriate media selection is critical to ensure the transfer of learning happens, and it is of value to the target audience. As Kay and Knaack (2007) argued, evaluating not only the learning object’s effectiveness but its impact on learning is critical. I find Hibbitts and Travin’s Learning + Technology development model is useful to help inform my choice for DLR and media, and it supports one of my design values of continuous improvement (as cited in Bates, 2015).

Figure 1. Learning + Technology Development Model

In the Unit 2 discussion forum, I added the evaluation framework to help me assess the technology fit. They are SECTIONS model by Bates (2015) and the TPACK framework by Koehler and Mishra (2009). Click on this link for more information on my thoughts on learning theories, instructional design and evaluation frameworks, My DLR Concept Map.


Bates, T. (2015). Teaching in a digital age. Guidelines for designing teaching and learning [e-book version]. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Kay, R. & Knaack, L. (2007). Evaluating the learning in learning objects. Open Learning: The Journal of Open, Distance and E-Learning, 22(1), 5-28. Retrieved from https://doi.org/10.1080/02680510601100135

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

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