Co-design for learning embraces a personalise approach that supports learners in taking back, in part, the learning process. Reflecting back on the origins of pedagogy, as a word, alludes to the critical nature of the relationship between learner and teacher. Such a perspective is further identify how pedagogy utilises dialogue as a way to connect human beings. Recognition of such relationships enables pedagogy to be conceptualised through dialogue and associated co-design for personalised learning experiences.  In addition, personalised learning and instruction is defined as being a responsive and structured method that adapts to each individual learner’s method of learning so that all may achieve their capabilities and actively participate. This solidifies the intrinsic connection between teaching and learning through co-design for personalised learning. ​​​​​​​
Learners seek out education to acquire knowledge, and skills, that will further their careers and create a better quality of life for themselves and the wider community. Today, lifelong learning is critical. The rapid pace of technological disruptions in the workforce drives a sustained need across most disciplines of practice for lifelong learning. For many, it has become crucial to follow a continued approach to the pursuit of learning opportunities to keep pace with innovations and change.
The co-design approach to engaging, and impactful learning experiences, is through a ‘backward’ approach to learning design. Such an approach is enabled by a focus on learning outcomes that provides a path for learners to succeed in their specialist area of study. This provides guidance on designing formative and summative assessments for learning experiences that are aligned with the identified learning outcomes. The learning design process, from learning outcomes through to assessment, is underpinned by the three fundamentals identified in the Learning Experience Framework (LXF). The foundations provide a research-based approach towards understanding how we can enhance our learning that is tailored to enabling deeper learning experiences.
The co-design approach encourages enhancing our cognitive processes for learning, rooted in action learning, and underpinned by reflective practice. It enables explicit teaching and learning strategies to guide learners in knowing how to learn. The learning design principles have been curated to connect intuitively with the teaching and learning environments.
Glenn's co-design for learning is intended to be an enabler for a personalised approach that is rooted in an open and flexible perspective. Co-designing personalised pathways that is connected to changing educational needs is focused on digital innovations for learning. Important concepts of the co-design approach includes the integration of both formal, and informal, learning episodes into a single experience. This increasingly integrates across institutional boundaries to connect a range of resources, and systems, within a personalised learning space. Our learning design is composed of multiple subsystems that integrate seamlessly with the purpose of enhancing the learning experience.
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