Learning paths and patterns in learning design: Insights from 500+ courses

Learning design (LD) has a prominent role in ensuring the quality of teaching and learning. It should be based on student-centered approaches and intended learning outcomes, which are constructively aligned with teaching and learning activities (TLAs) and assessment. To support overarching change management and mutual learning related to the pedagogically sound and feasible design of courses, we investigated practices in LD. We used the data on the LDs of 554 courses developed in an innovative and free-to-use LD tool, which has already been used in more than 3,000 courses in total. We used probabilistic models and machine learning (Markov chain, pattern mining) to examine around 29,000 TLAs belonging to the selected courses, to establish some basic patterns related to LD. First, we examined how LD elements correlate and how learning outcome levels (according to Bloom’s taxonomy) relate to other features of LD. Second, we recognized patterns in the design of units of teaching and learning (which consist of TLAs), including the common composition in terms of learning types ( Acquisition, Discussion, Investigation, Practice, Production, Assessment ).