Adult learners are diverse, and bring different expertise, needs and experiences to learning opportunities. To understand learners and their learning, learners will examine diverse instances of adult learning in differing contexts, and in the process examine learning theories and the assumptions behind the major learning theories. Through this process, they will critically analyse major trends in adult learning such as the use of technology, workplace learning, self-directed learning, and what such trends mean for learners. Learners can flourish or struggle in different contexts that afford differing learning opportunities and challenges and contribute or not, to enhancing identities as a learner, and professional identities. 

To uncover learners’ experiences, circumstances and biographies and the kinds of knowledge and expertise they bring, course learners will undertake in depth interviews with a small number of adult learners, and in the process develop some knowledge of interviewing design and technique. By delving deeper into interpretations of these interviews, assumptions about knowledge, about learners and learning will be uncovered, contributing to a reframing of beliefs and assumptions about learners, learning, knowledge and skills, and their theoretical perspectives.

Design of learning is often limited to ‘instructional’ design or curriculum, referring to formal, structured courses, usually delivered in educational settings. ‘Design of learning’ is a term which provides opportunity to innovate beyond educational settings to a range of different settings in which adults live and work. Keeping in mind that different instructional, curriculum, and learning design approaches, and their different teaching and learning strategies reflect particular learning theories, learners will consider the benefits and limitations of these varied strategies, approaches, principles and models. 

Drawing on their own experience and empirically-based case studies, they will examine the different theoretical and practical approaches to design and facilitation of learning and assessment, and be encouraged and supported to try approaches and techniques new to them. They will also facilitate sessions, of learning in a setting(s) of their choosing. This course will model innovative teaching and learning design and facilitation. Using a dialogical inquiry approach, feedback from peers will contribute to identification and naming (with reference to theory) of the assumptions and theoretical approaches they are using.

This course brings together technologies for learning and workplace learning, important for work-based learning experiences. Technology is ubiquitous in learning and in workplaces; just as learning is ubiquitous in work settings.  In this course, we will zoom in to use a range of technological apps in online, classroom and work settings and critique their possibilities and limitations. In the process, learners will experience different pedagogical approaches and examine the online learning environment and how it informs possibilities for facilitating learning. In addition, learners will explore a range of workplace learning strategies, and their use and effectiveness in work and online settings. These different spaces of learning will be brought together through examining different examples, drawing also from their own experience. 

A critical engagement with literature from differing perspectives of workplace learning, and technology enabled learning will provide the context for evaluations of different strategies for learning in workplace and technology enabled settings. The focus is to develop seamless learning experiences across different learning environments. Learners will choose a technology enabled and/or workplace learning setting to apply teaching and learning strategies they design, and evaluate their design and facilitation, with peers.

Designing learning is always done with a purpose, an intent, in mind. Designers, be they a workplace supervisor, training manager, lecturer, or facilitator need to understand the purpose, the issue, problem or developmental needs of workers and the organisations they work in or across. Public run courses also need to be underpinned with an understanding of the purpose of the course/programme. Understanding this requires a deeper examination of the problem beyond that which may be given. Additionally, learning designers also need to understand what learners will bring to the course or learning programme of learning. 

To this end, learners will identify an issue / problem and undertake a learning needs analysis. Learners will be introduced to the role of stakeholders, to different forms of data collection and analysis to understand the learning need(s), and to ways in which they frame the learning needs analysed, in order to influence decision makers who have the power to provide resources and funding for a learning programme or course.

In this course, the focus is on design of learning for programmes, or for those supporting learning in the workplace, to develop an intentional overall approach over time for their team, or department or the whole of the organisation. Learners will learn about recent developments in design of learning / curriculum pertinent to adults, such as, the Six Principles of Learning Design, future oriented assessment, dialogic inquiry; sense-making, through lines in curriculum, and designing seamless movement across different modes of delivery. These will be compared to more traditional approaches as a means of engaging in critical evaluative dialogue about different frameworks/models/approaches, thus enabling learners to deepen understanding and develop their theoretical stance. 

They will interact with practitioners and researchers from workplaces and from educational institutions, to hear about their challenges and how they overcame them. With the group of learners and their institutional setting (educational institution/provider or workplace) that learners undertook a learning needs analysis for in Understanding and analysing learning needs, they will design a short programme, and gain feedback from peers and mentors to critically reflect on their design.

Understandings of quality can be more implicit than explicit in, for example, assessment design, reporting and evaluation processes, or physical layout or navigation of learning and working spaces. The preferred methods of assessment, and the use or not, of a bell curve, for example, sends messages to teachers and students alike. In workplaces similar implicit understandings of quality and standards of performance are promulgated through who and what is rewarded and recognised, who has access to valued knowledge, tools and so on. Measurement of quality is undertaken through data and evaluation processes, often perceived as being beyond the influence of many in an organisation or system. 

In this course, we deconstruct quality and evaluation processes, clarify their intended and unintended purposes and effects, and examine our roles and possibilities in these processes. As such, learners will move iteratively between theory and practice as they identify, label, categorise and critique quality and evaluation processes in their own or a selected organisation. They will be introduced to international experts who use innovative approaches to evaluation, and discuss the day to day challenges, surprises and gains with practitioners in the field. Quality and evaluation work involve leadership as influence; when change is required it involves developing a convincing case for change or improving that which is working well. It is this case in relation to an organisation they are familiar with, that they will present to their peers who will provide formative feedback as part of their assessment.