Exploring learning design in tertiary mathematics

This research is motivated by challenges in the design of learning materials and their delivery through a blend of traditional and e-learning environments. The initial focus addresses the question “what is learning design?” Definitions of learning design have changed in response to educator’s attempts to implement learning designs in their subjects and in response to their attempts to articulate how to design for better learning. Building on Herrington & Oliver’s (2002) model which directs attention to resources, tasks and supports in designing online learning environments, this study applies a learning design model to an introductory subject (MATH151). The underlying question asked is “how can resources and tasks best be combined in e-learning to support students in learning?” This has led to the creation of a learning design for MATH 151 with emphasis on visual components rather than written descriptions. One question addressed in the design process is “how can the temporal aspects of the subject be linked to resources?” The design process has generated questions about the nature and potential benefits of using designs to improve clarify concepts and to understand the learning process. An extension of these questions involves asking “how can students be better engaged in the learning process?”