Discussion
• What makes a good teacher?
• How do good teachers solve problems?
Designing
for Hoang Thu Trang
English Department
Email: tranghted@hanu.edu.vn
Learning
Lecture Learning Outcomes
By the end of this lecture students should be able to:
1. Define ‘design’ and its various attributes
2. Explain reasons for conceptualizing teaching as design
3. Identify factors that need to be considered when designing for
learning using technology
4. Common Massive License
Discussion question: Brainstorm ‘Design’
• In 60 seconds, write down what is involved in the process of
‘design’. (It can be anything.)
What is design?
“courses of actions aimed at changing
existing situations into preferred ones”
(Simon, 1996, p.111)
“a process of creative and critical thinking that allows
information and ideas to be organized, decisions to be
made, situations to be improved, and knowledge to be
gained”
(Burnette, 2005, p. 2)
What is design thinking?
Design thinking constitutes a focus on the
fundamental thinking skills that underpin design.
1. Solutions focused
2. User focused
3. Requires frequent reframing of the problem
4. Leverages previous design knowledge
5. Necessitates prototyping
6. Involves exploring for creative bridges (‘aha’!)
7. Requires flexibility
8. Demands tolerance for ambiguity
9. Involves learning
10. Social in nature
Example in education
A teacher designing a new interactive lesson might use design
thinking by:
• Understanding students' needs.
• Trying different teaching methods.
• Adjusting based on student feedback.
• Revisiting the lesson plan if it does not work.
Example in education
A teacher designing a new interactive lesson might use design
thinking by:
• Understanding students' needs (user-focused).
• Trying different teaching methods (prototyping).
• Adjusting based on student feedback (flexibility).
• Revisiting the lesson plan if it does not work (reframing the
problem).
Classroom situations Feature
1. A teacher notices that students struggle with
pronunciation. Instead of just pointing out the problem,
they introduce phonetic exercises, tongue twisters,
and AI pronunciation apps to help students improve.
2. A teacher plans a lesson for adult learners who
work in tourism. Instead of using general vocabulary,
they design activities with role-plays for hotel check-
ins, giving directions, and handling customer
complaints.
3. A student doesn’t understand the difference
between "since" and "for." The teacher first explains
the rule, then uses a timeline, then gives real-life
examples, and finally asks students to practice with
personal sentences.
4. A teacher previously used a storytelling activity to
help students learn new vocabulary. Since it worked
well, they now modify the activity by adding pictures
and digital tools to make it more interactive.
5. A teacher wants to introduce a new peer feedback
system for writing assignments. Before using it with
the whole class, they test it with a small group to see if
students understand how to give constructive
Classroom situations Feature
6. A teacher introduces an AI-powered pronunciation app.
A student who struggled with saying "world" correctly
suddenly realizes, through visual feedback and repeated
practice, how to position their tongue to produce the right
sound.
7. A teacher plans to use an online grammar quiz, but the
website crashes. Instead of stopping the lesson, they
switch to a digital whiteboard and have students type their
answers in a shared document for live feedback.
8. Students are assigned a collaborative writing task using
a shared Google Doc, but some sections contain
mistakes. Instead of correcting everything immediately,
the teacher encourages peer editing and discussion to
figure out the best wording.
9. A teacher introduces a speech-to-text tool for students
to practice speaking. At first, their pronunciation errors
cause funny mistranslations, but they analyze these
mistakes and adjust their speech until the tool accurately
recognizes their words.
10. Instead of a traditional essay, students work in small
groups to create an interactive digital story using Story
Jumper. They collaborate, record their voices, and
illustrate their stories, then present them to the class.
Which feature do you think is the most
important for teachers? Why?
Why conceptualize teaching
as design?
A design science uses and contributes to theoretical
science, but it builds design principles rather than
theories, and the heuristics of practice rather than
explanations, although like both the sciences and the
arts, it uses what has gone before as a platform or
inspiration for what it creates.
Teaching is more like a design science because it uses
what is known about teaching to attain the goal of
student learning, and uses the implementation of its
designs to keep improving them.
(Laurillard, 2012, p. 1)
Why conceptualize
teaching as design?
"Through the metaphor of design…
teachers are positioned as architects
of classroom experiences, balancing
the development of multiple literacies
and designing a learning
environment where appropriate
computer-based cognitive tools are
applied imaginatively to
collaborative, student-focused,
reflective, problem- based
approaches to learning….. “
(Kimber & Wyatt-Smith, 2006, p. 28)
Discussion Why is design
challenging in
questions
education?
What helps teachers to
become good
designers?
Why is design challenging?
1. Different Student Needs – Students learn in different ways, so
teachers must design lessons that work for everyone.
2. Changing Environments – Schools, technology, and educational
trends keep changing, so teachers must adapt.
3. Limited Resources – Teachers may not have enough time,
materials, or support to create the best lessons.
4. Uncertain Outcomes – Even well-planned lessons may not always
work as expected, requiring quick adjustments.
5. Balancing Theory and Practice – Teachers must apply educational
theories while also making lessons practical and engaging.
Why is design challenging?
1. Design is a holistic skill
2. Design depends on recognition of design qualities
3. Design is a creative process whereby the designer arrives at novel
ways of seeing and doing, meaning that no prior description can
take the place of learning by doing
4. Descriptions of designing may be initially perceived as confusing,
vague, ambiguous or incomplete
5. There are usually multiple gaps between the initial design
conception and the process of achieving the final design
What helps teachers
to become good
designers?
• Learn from Experience – Reflecting on what works and what doesn’t helps teachers
improve their lesson designs.
• Use Student Feedback – Listening to students helps teachers understand what is
effective.
• Try New Teaching Methods – Experimenting with different techniques, such as group
work, storytelling, or technology, can make lessons better.
• Collaborate with Others – Sharing ideas with colleagues can lead to better lesson
designs.
• Stay Flexible and Open-Minded – Good designers are willing to change and improve
their plans when needed.
• Use Research and Best Practices – Learning from educational research helps teachers
make informed design choices.
Designing for learning
• Designing for learning is: “a process by which [educators] arrive at a plan or structure or
designed artifact for a learning situation or setting. The situation may be as small as a single
task, or as large as a degree course. In a learning situation, any of the following may be
designed with a specific pedagogic intention: learning resources and materials; the learning
environment; tools and equipment; learning activities; the learning program or curriculum.”
(Beetham & Sharpe, 2013, p. 8)
• Distinction between tasks (what educators design in advance) and activities (what actually
takes places)
Why is This Model Important?
• It shows that learning is not just about listening but also about
talking, doing, adapting, and reflecting.
• Teachers and students work together to improve understanding.
• It helps teachers design better lessons based on students’ needs.
Give examples of technologies that support
each process
• Discursive (Talking and sharing ideas) (Group 1-2)
• Adaptive (Adjusting learning to needs) (Group 3-4)
• Interactive (Taking action and receiving feedback) (Group 5-6)
• Reflective (Thinking about learning and improving) (Group 7-8)
PROCESS TECHNOLOGY EXAMPLES EXAMPLE IN CLASS
Discursive (Talking and 1. Video conferencing tools (e.g., A teacher uses Padlet
sharing ideas) Zoom, Microsoft Teams, Google to collect students'
Meet) – Teachers and students thoughts on a new
talk in real-time. topic before starting a
2. Collaborative documents (e.g., discussion.
Google Docs, Microsoft OneNote)
– Students and teachers write and
edit ideas together.
3. Concept mapping tools (e.g.,
MindMeister, Coggle, Padlet) –
Helps students visually organize
and share ideas.
PROCESS TECHNOLOGY EXAMPLES EXAMPLE IN CLASS
Adaptive (Adjusting 1. Adaptive learning platforms A student struggles
learning to needs) (e.g. Coursera, Duolingo) – The with understanding
system gives different exercises how to conduct an
based on student progress. academic research, so
2. AI-powered tutoring systems Coursera adjusts the
(e.g., DreamBox) – Provides level of difficulty and
personalized feedback based on provides extra
student answers. practice.
3. Gamified learning apps (e.g.,
Quizlet, Kahoot!) – Adjusts
difficulty based on student
performance.
PROCESS TECHNOLOGY EXAMPLES EXAMPLE IN CLASS
Interactive (Taking Action 1. Learning Management A teacher uses
and Receiving Feedback) Systems (LMS) (e.g., Google Classroom to
HELLO) – Teachers set assign a writing task.
tasks, and students complete Students submit their
assignments. work and receive
2. Online quizzes and teacher feedback.
feedback tools (e.g. Google
Forms, Quizziz) – Students
answer questions and get
immediate feedback.
PROCESS TECHNOLOGY EXAMPLES EXAMPLE IN CLASS
Reflective (Thinking About 1. E-portfolios (e.g: Google A student uses
Learning and Improving) Sites) – Students collect and Flipgrid to record a
reflect on their work over video reflection about
time. their experience
2. Blogs and vlogs (e.g., learning a new
WordPress) – Students write language.
or record reflections about
what they learned.
3. Self-assessment tools (e.g.,
Google Forms surveys,
Microsoft Forms) – Students
evaluate their own progress.
Learning Design
• Learning Design: a research field that aims to help educators describe, design and share
great teaching ideas.
• learning design (verb): to design for learning
• learning design (uncount noun): the process of designing for learning (e.g. “learning design
requires careful reflection”)
• learning design (count noun): a product that represents a design (e.g. “I created a new
learning design for my class”)
• Extends upon the older field of Instructional Design by encompassing a focus upon
collaborative and student-centred learning
• Greater emphasis on the design of learning tasks rather than the enactment of learning
activities
OPEN EDUCATIONAL RESOURCES
• Open Educational Resources (OERs) can be defined as “digi-tized
materials offered freely and openly for educators, students and self-
learners to use and reuse for teaching, learning, and research”
(Bissel, 2009, p.97)
Some open education initiatives that offer OERs including
CREATIVE COMMON LICENSES
Scenario: You create a language learning resource and want others to
freely adapt, remix, and use it for any purpose, including commercial
purposes. However, they must credit you for the original work.
What is the most suitable Creative Commons license?
A. CC BY-SA
B. CC BY-NC-SA
C. CC BY
D. CC BY-ND
• Scenario: You develop ESL worksheets and want others to adapt
them, but only for non-commercial purposes. They must credit you
and are not required to share any derivative works under the same
terms.
What is the most suitable Creative Commons license?
A. CC BY-SA
B. CC BY-NC
C. CC BY-NC-ND
D. CC BY-ND
Scenario: You record a pronunciation guide and want to allow
adaptations, including commercial use, as long as others share the
adapted work under the same license terms and credit you.
What is the most suitable Creative Commons license?
A. CC BY-SA
B. CC BY
C. CC BY-NC-SA
D. CC BY-NC-ND
Scenario: You create a cultural etiquette guide for ESL learners. You
want others to share it widely, for both commercial and non-
commercial use, but they cannot alter or adapt it. They must credit
you as the original author.
What is the most suitable Creative Commons license?
A. CC BY-NC
B. CC BY-ND
C. CC BY-SA
D. CC BY-NC-SA
Scenario: You publish a set of grammar flashcards and want them to
be shared non-commercially. You do not allow any adaptations or
modifications of your work, and credit must be given to you.
What is the most suitable Creative Commons license?
A. CC BY-NC-SA
B. CC BY-NC
C. CC BY-NC-ND
D. CC BY-ND
HOW TO TEACH WRITING SKILLS
USING ICT
34
Do you.....?
• I feel afraid and anxious especially about my grammar.
• I do not exactly know how to write in an academic tone. I cannot
tell which words are academic, and which words are spoken words.
• I’m afraid to do plagiarism without intention.
• I want to explore some writing skills including western logical
thinking and organization.
USING TECHNOLOGY IN TESTING
40
General Test Creation Platform
