Reflection: Digital Learning, Design, and Society Digital learning design is no longer about choosing tools. It is about navigating the entanglement of technology, pedagogy, and society. I live daily within what Jandrić et al. (2018) call the postdigital condition, where digital and physical realities are inseparably woven. I notice this when I design courses that […]
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Reflection: Design and the Designer My understanding of design has shifted significantly through this module, evolving into a holistic and future-oriented perspective. Initially, I viewed design as instructional planning or content delivery. However, Goodyear (2015) reframes teaching as design, focusing on shaping conditions for learning. His later emphasis on design as a verb reinforces that
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Reflection: Evolving Notions of Learning and Design The evolution from “learning design” to “design for learning” has significantly shaped how I understand my role as a future digital learning designer. Bennett et al. (2017) and Goodyear et al. (2021) confirm that this shift emphasizes moving away from rigidly applying frameworks toward strategically combining them to
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Reflection: Framing and Reframing Learning Framing learning in my practice initially revealed assumptions about how knowledge should be structured and transmitted. Bernstein (1971, 2000) explains that classification and framing of knowledge define what counts as legitimate learning, often privileging dominant discourses. My own design choices sometimes reflected an unspoken assumption that academic English and Western
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