Expanding learners as designers (LasD) in IT

Abstract

The trend to actively include learners as design partners of learning activities in higher education courses continues to positively improve learning outcomes. This paper expands this application in a Learners as Designers (LasD) process in an upper level undergraduate course in organizational networking and communication tools. Students participated in selection of tools, as well as associated readings and assessment rubrics. Nineteen students participated in the study. A survey comprising openended questions was distributed, and a follow-up interview was conducted with select participants. A qualitative content analysis was performed to understand how students think about being an active part of the course development. Initial results indicate that students appreciated having a voice in the design process but found certain parts of the implementation needed more structure.