A Learning Design Strategy to Develop a Course for Learning at Scale: A Conceptual Framework for a University-Wide Implementation

• Published in: ACM International Conference Proceeding Series
• Main Author: Ayub E.; Mohamad S.N.A.; Wei G.W.; Luaran J.E.
• Format: Conference paper
• Language: English
• Published: Association for Computing Machinery 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85112769898&doi=10.1145%2f3459043.3459046&partnerID=40&md5=693252c727e0811ac08f6ae659f2fa6c

In an effort to become a private university known for its innovative pedagogical approaches, Taylor's University (TU) revamped its programmes to be more personalized, ubiquitous, and learner-centered under the new Taylors Curriculum Framework (TCF). Hence, it is relevant that more courses are planned to be conducted as highly blended or entirely online, even for those courses that cater to massive number of learners. To transform the face-to-face course to online mode rapidly, yet aligning to the TCF, a systematic approach is proposed using a Learning Design Strategy Framework (LDS Framework) that enables the practitioners among the course instructors and e-Content Development Specialists to work collaboratively when developing a module site for learning at scale (L@S) in Taylor's Integrated Moodle eLearning System (TIMeS). This LDS Framework will contain a plan on developing capacity for sustaining change in systems of developing module site rapidly yet effectively. This paper proposes a conceptual framework for the development of the proposed LDS Framework model for L@S in TU. For the purpose of the development of the LDS Framework model, the Malaysian Studies 3 (MS3) course is being used as the test and exemplar module site. Finally, a way forward to systematically implement content transformation for L@S for this private university is recommended. © 2021 ACM.