We wanted to enhance the quality and efficiency of HE by fostering the use of learning design (LD), learning analytics (LA) and innovative pedagogies. Previous projects (Erasmus+ RAPIDE, eDesk) and research indicated a need for a concept of balanced and student-centred LD, enhanced through LA. Considering the needs expressed by HE practitioners, the Balanced Design Planning (BDP) LD concept and tool (learning-design.eu) were piloted. With iLed, we wanted to take this further, by evaluating the BDP concept and tool in different educational contexts internationally and using the feedback as the basis for further development. We aimed to make the BDP tool even more aligned with practitioner needs, user-friendly and accessible, to support them in sound pedagogical planning. We wanted to test the BDP concept and tool in authentic learning environments and use it to innovate curricula at the partner HE institutions (HEIs), emphasizing the use of innovative pedagogies, and enhance the capacities of HEIs by providing new learning opportunities – an e-course and MOOC on LD, innovative pedagogies, LA and AI in education. We wanted to promote LLL and flexible learning pathways by exploring the use of microcredentials and digital credentials.
We applied for this project to address gap between the increasing use of digital technologies in higher education (HE) and their effective pedagogical use, focusing on the potentials of learning design (LD) to increase the quality of teaching and learning. Previous research and Erasmus+ projects (RAPIDE, eDesk) showed a clear need for a balanced, student-centred and learning-outcome-based approach to LD, supported by practical tools and professional development. We also addressed need to further explore connection between LD and learning analytics (LA), as interest in their coordination has been growing. Research demonstrates that LD and LA can mutually reinforce each other, yet holistic frameworks and practical guidance are largely missing. In project, we focused on ensuring the soundness of LD, which is critical if we want to ensure that LA are meaningful and actionable. The project responded to limited opportunities for structured staff development in innovative pedagogies, LD, AI in education, and to EU priorities on flexible learning pathways, microcredentials and lifelong learning (LLL). The project aimed to strengthen LD, integrate LA, build HE staff competences, support curriculum innovation, and use of microcredentials.