Designing purposeful digital learning
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Designing purposeful digital learning David Gibson1 Accepted: 31 October 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the manuscript entitled “Designing and integrating purposeful learning in game play: a systematic review” (Ke, Educ Technol Res Dev, 64(2):219–244, 2016) The author discusses five design elements of purposeful digital learning: Knowledge Activation and Acquisition Actions, Integration of Learning Modes, New Learning Spaces, Learning Moments and Learning Supports. The application of this framework, this brief response suggests, extends beyond game–based learning to numerous challenge–based interactive learning designs such as team–based projects, collaborative problem–solving, competitions for innovative ideas, ideation–to–innovation challenges, and individual project–based learning. Keywords Design framework · Digital learning · Game–based learning With the increased focus on digital learning, knowing how to build an engaging and effective learning experience that makes maximum use of dynamic interaction data is fundamental for supporting learning at scale. A new framework for the design of purposeful digital learning is emerging, supported by game–based learning principles empowered with dynamic learning analytics, as evidenced by “Designing and integrating purposeful learning in game play: a systematic review” (Ke, 2016). Implications of the article suggests combining ideas from game–based learning, learning sciences, learning analytics and learning design into a new general framework that might be useful for all digital learning. The following paragraphs attempt to present and generalize from five design elements suggested by Ke as a structure for digital learning research and development.
Knowledge activation and acquisition actions In digital learning there are many sources of information potentially providing massive flows of data into collection and analysis engines. The question is, where in the data flow are the critical actions of learning—activating what is already known and acquiring new knowledge. The quintessential problem that needs to be addressed by a design team is how * David Gibson [email protected] 1
Curtin University, Perth, WA, Australia
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to gather and organize evidence and make inferences about what someone knows and can do by planning, creating and then analyzing how a digital learning experience is providing for these two fundamental activities. As a macro–level lens on design, each task encountered by a learner in a digital learning environment requires a mixture of new and recalled information, because learning requires active construction and integration to make sense of the new in terms that are compatible with the old. Keeping this first principle in mind helps ensure that opportunities to learn remain balanced as well as focused to prompt for and ‘mine’ this fundamental mechanism of learning.
Integration of learning modes In digital learning several t
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