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Abstract

For many years now, online learning developers, educators, instructors and designers have
been seeking a way to build online courses creatively and efficiently, to both engage their
students and conform to the quality standards of their organisations. They have sought, and
continue to seek, ways of codifying online “best practice”. Is there a template for online
learning? We argue that there is not a template in the way the term is traditionally
understood, that can be applied to course development and still result in an engaging online
learning experience for students. We discuss traditional understanding and implementation
of such templates, and provide explanation for why they are ineffective, and yet frequently
used. We further explore how findings in the field of neuroeducation provide a foundation
for applying biological and neurological impact to learning design. With these insights, we
propose educators can take an approach based on ‘why’ rather than ‘how’, to reframe the
idea of templates for the development of online courses. We encourage educators and
managers of educational organisations alike to reconsider what purpose templates are
currently serving in their organization, and to re-evaluate the use of templates in online
course development.

Item Type:	Conference or Workshop Item (Paper)
Authors/Creators:	Klein, L and Stewart, C
Keywords:	THETA, learning templates, neuroeducation, quality assurance, educational development, learning design
Additional Information:	Copyright 2013 THETA: The Higher Education Technology Agenda
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