BXL652 Future-oriented Learning Design Assignment Sample SUSS Singapore

The BXL652 Future-Oriented Learning Design will help you develop the skills necessary for an ever-changing workforce. The interdisciplinary nature of this course allows students to learn about various topics to create meaningful solutions that are both relevant and effective today, but also consider how these issues might change over time as new technologies emerge or our understanding advances further than ever before. The course begins with an overview of different ways to approach problem-solving, including systems thinking and design thinking. You will then move on to learning about the latest tools and methods for research, ideation, and prototyping.

Throughout the course, you will work on several individual and group projects, which will challenge you to apply what you have learned to create innovative solutions to real-world problems. By the end of the course, you will have developed a strong understanding of how to design for change, and be well equipped to tackle whatever challenges the future may bring.

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Assignment Activity 1: Critique differing frameworks/models/approaches of learning/curriculum design

There is no one “correct” framework or model for learning and curriculum design. However, some general principles are widely agreed upon. For example, most educators would agree that students should be actively engaged in their learning, that they should be able to apply what they learn to real-world situations, and that they should be able to assess their learning progress.

There are a variety of frameworks and models out there, and it can be useful to explore different approaches to find the one that best suits your teaching style and the needs of your students. It’s also important to remember that no one model is perfect; you may need to adapt or modify a particular approach to make it work for you and your students.

One popular framework for learning is the ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation. This model helps to ensure that all aspects of a lesson or unit are taken into account, from the initial planning stages through to the post-lesson assessment.

Another common model is the SAMR model, which focuses on how technology can be used to enhance and transform learning.

Assignment Activity 2: Construct through lines in learning/curriculum design

One way to think about constructing through lines in learning and curriculum design is by analogy to railway tracks. Just as the rails keep a train on the track, so the through lines in learning provides a structure for learners to follow as they progress through the curriculum.

The advantage of using throughlines is that they provide a sense of coherence and continuity across different subjects and topics. They can also help students to see the relationships between different ideas and to develop a more holistic understanding of the world around them.

Some possible ways to construct through lines in learning include using themes, narratives, or Big Ideas as a framework for teaching and learning. For example, a curriculum could be designed around the theme of ‘sustainability’, with different subjects and topics being taught about this central idea.

Another approach is to organise the curriculum around Big Ideas. These are concepts that have broad applications and implications and can be used to make connections between different subject areas. For example, the Big Idea of ‘change’ could be used to link together ideas about evolution, climate change, and social change.

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Assignment Activity 3: Defend their rationale for their design

There are a few reasons why someone might want to defend their rationale for their design. Perhaps they feel that their design is misunderstood and they want to clear up any misconceptions. Or, maybe they think that their approach is being overlooked in favour of another that isn’t as effective. Whatever the reason may be, it’s important to remember a few things when defending your rationale. 

First and foremost, it’s crucial to be respectful when discussing your design with others. This includes both listening to others’ perspectives and communicating your own most effectively. enter into the discussion with an open mind, and be willing to concede points that might not stand up to scrutiny. At the same time, though, don’t hesitate to stand your ground on the aspects of your design that you feel strongly about.

It can also be helpful to have a well-thought-out explanation for your design choices, complete with data or examples to back up your claims. This shows that you’re not just blindly defending your position, but that you have put thought into why you believe what you do.

Finally, remember that defending your rationale is not the same as being argumentative. It’s okay to disagree with others but do so in a way that is constructive and respectful. This way, you can keep the conversation going and hopefully reach a resolution that everyone can be happy with.

Assignment Activity 4: Design a short learning programme

Designing a short learning programme can be a daunting task, but there are some general principles that you can follow to make the process easier. First, decide what overall learning objectives you want your programme to achieve. Once you have a clear idea of what you want participants to take away from the experience, selecting specific content and activities will be much easier.

Next, consider the different types of activities and experiences that will help participants reach your objectives. Will lectures or discussions work best? Or would hands-on learning activities be more effective? Maybe a mix of both would be ideal. And don’t forget to build in time for breaks and socializing – this is an important part of any learning programme!

Once you have a plan for your programme, the next step is to start putting together the details. Write a description of each activity, choose readings or other materials to support your content, and start thinking about logistics like timing, location, and group size.

With a little planning and effort, you can design a short learning programme that is engaging, informative, and enjoyable for all involved.

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Assignment Activity 5: Evaluate own and peers’ design of learning

When it comes to assessing our own and our peers’ designs for learning, there are a few key factors we need to keep in mind.

First and foremost, we need to make sure that the learning objectives are clear and achievable. Without well-defined goals, it will be difficult to measure whether or not the design was successful.

Additionally, we need to take into account the different learning styles of students to ensure that the material is being presented in a way that is accessible to everyone.

Finally, we need to evaluate how engaging the design is overall. A dull or uninteresting design is likely to result in less student interaction and lower levels of engagement. By considering all of these factors, we can get a clearer picture of whether or not a given design is effective and likely to lead to successful learning outcomes.

Assignment Activity 6: Deconstruct their teaching and learning beliefs and practices

There’s no one-size-fits-all answer to this question, as there are many different teaching and learning beliefs and practices out there. However, some key things to keep in mind when it comes to teaching and learning include the following:

1. Learning is a process that involves both the teacher and the student. The teacher’s role is not just to give information, but also to help students learn how to learn.
2. Effective teaching involves creating a learning environment that is conducive to learning. This includes providing students with opportunities to ask questions, think critically, and work collaboratively.
3. Students learn best when they are given opportunities to apply what they have learned in real-world contexts. This could involve anything from hands-on projects to simulations to field trips.
4. Assessment is an important part of the teaching and learning process, as it allows teachers to gauge student understanding and identify areas that need further attention. However, assessment should not be used as a punitive tool, but rather as a way to provide feedback that can help students learn.

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