New Learning design model developed with Indian medical college

This new format aims to support a more comprehensive and detailed course planning than the traditional 90–120-minute version that many teachers at SUND have experienced. The longer version provides teachers with sufficient time to work more thoroughly on strategically integrating new learning strategies to create a well-rounded and effective learning experience and is ready for implementation at SUND. 

The primary objective of the workshop was to equip teachers with the skills, tools, and strategies to redesign traditional university courses into varied and activating student-centered experiences, including the use of educational technologies. COBL ran the new workshop format at AIIMS in June 2023 with the participation of around 15 teachers from medicine, public health and nursing disciplines.  

Asked about what they liked the most about the workshop, one of the teachers replied: "The content and pace of the workshop. The curriculum development was very structured and gave an insight into the points lacking in the current format we are using." And another: "New arches in blending learning. A new method. Lots of group discussions during presentations, designing our course and journey of learning, and preparing storyboards for the first time – interesting. I learned a lot." 

 From Friday morning till Saturday noon 

The workshop was set to start on a Friday morning in June where the 15 teachers were met by Dr. Rashmi from AIIMS, Anne Kirkegaard and Anne-Marie Mosbech from COBL. The intense 1,5-days workshop took place in a nursing wet-lab at AIIMS, Delhi.  

"The content was very informative and well-aligned with us. Group activities were amazingly conducted, especially with colored slips and stars," one of the teachers says in the workshop evaluation. The colored cards refer to the ABC LD workshop’s six learning types: acquisition, investigation, discussion, collaboration, production, and practice, developed by Professor Diana Laurillard. The ‘stars’ refers to a task where educators identify or add activities in their course design that allow for feedback loops and consider if these activities are relevant for the final assessment of the students.

After a short introduction where teachers acquire essential knowledge about student-centered and online- and blended learning (OBL) approaches, they investigate their own course by identifying didactic challenges, mapping existing course structures, and exploring new teaching strategies.  

Challenges, insights, and strategies are shared and discussed with peers and facilitators before the teachers in groups of 2 to 3 collaborate to design small, practical interventions, introducing new content and activities, and aligning activities and assessments.  

The last half day of the workshop teachers were actively engaged in producing tangible outcomes. They create storyboards and action plans for their courses to enhance their teaching methods.  

The six learning types create a well-rounded and effective learning experience for the teachers during the ABC Learning Design workshop and provided a structured framework for the teachers to align online and face-to-face learning activities with specific pedagogical goals, making learning more effective, engaging, and adaptable to individual student needs. 

The hands-on approach and group work in the workshop provide opportunities for participants to practice and refine their course design skills. This skill development aspect is crucial in empowering educators to craft and implement effective and innovative learning strategies in the future. And the hands-on approach was well received it sounds in the evaluation: “The hands-on activities and group-work was very engaging and interesting.” 

Mirroring the principles of effective course design  

By incorporating the six learning types, the ABC Learning Design workshop ensures that educators receive a comprehensive and multifaceted learning experience, mirroring the principles of effective course design and the diverse needs of their own students. 

In addition, one distinguishing feature of this workshop was its use of various free online tools to facilitate activities. This approach not only made the workshop engaging but also familiarized participants with accessible technology resources that could enhance their teaching methods. 

Beyond this workshop, participants become members of a supporting team who would serve as trainers and facilitators for future ABC Learning Design workshops. The next one is already planned for late November and is expanded into a two full days version.  

The workshops mark a commitment to ongoing educational improvement and the creation of a support network for educators. And as a positive side effect the ABC Learning Design workshops creates a safe collegial space to discuss teaching and learning. 

This initiative is part of COBL’s involvement in the Novo Nordic Foundations (NNF) Program for Education for Health Professionals (PEP).