INT6066 Design of Innovative Learning Environments with Technology

How INT6066 is assessed

The published Course Outline lists these three tasks and they total 100%, and the schedule and assignment document repeats the same split with the criterion weights under each task. A summary slide in the first session shows fifty per cent group and fifty per cent individual, while the detailed slides in the same session agree with the Course Outline, so the outline has been followed here. No hurdle, pass mark, attendance percentage or late penalty rate is stated anywhere in the course materials available here, which is why each hurdle cell says the condition is not stated. What the materials do state is that you are expected at every scheduled class, and that permission to hand work in late has to be agreed with the programme team a fortnight or more before the due date. Confirm the current split, the deadlines and the submission settings on the course Moodle page.

Current INT6066 dates

Dates are as published in the published course schedule and the submission points on the course site for this offering. Confirm exact deadlines and submission settings in the live LMS.

What INT6066 covers

Nine chapters follow the published teaching sequence from the learning principles behind an innovative learning environment through space, objectives, engagement, knowledge dimensions and learning theories to model choice, human and machine co-design, and the evaluation of a finished lesson.

The hands-on half is where you build such an environment yourself, with artificial intelligence and educational technology inside it, and then judge your own.

Every mark on offer comes from something you make and from the reasons you give for it: a group design presented in class, a second reflection on what you take an innovative learning environment to be once the course is over, and an individual critical reflection of about 1,500 words.

So the useful question while reading is never what does this framework say, but which decision in my own design would change if I took it seriously.

Innovative Learning Environments and Learning Principles

The opening chapter separates two sentences that get used interchangeably. This environment uses technology describes what is in the room and can be true of a lesson in which nobody learns anything new.

This environment is innovative claims something about what learners are now able to do and previously were not.

Seven learning principles then act as tests rather than slogans, running from learners as the central participants and learning as something people build with each other, through motivation, prior knowledge and workload, to expectations stated clearly with feedback that arrives in time to matter, and knowledge that reaches across subjects and out beyond the school.

The chapter also sets out the studio approach the course runs on, in which a team works through seven named stages and puts three or more versions of its idea in front of an audience outside the class across the semester.

The Pedagogy, Space and Technology Framework

Three elements in a fixed order.

Settle the teaching approach by naming the learners, what they should end up knowing, being able to do and caring about, and how that is to come about. Ask what space enables it, which is where a design meets its first hard constraint. Then ask what technology closes the gap the space leaves.

The framework is also an evaluation instrument, because it asks the same three questions again once the environment is running, and that second column is where the evidence for your written reflection comes from.

The chapter works two scenarios that differ only in class size, thirty learners against two hundred, to establish that the same pedagogy does not imply the same physical layout.

Writing Learning Objectives with ABCD and Bloom

The course takes one weak objective apart and rebuilds it from four parts: an actor, who is always the learner; a behaviour that leaves something a marker can look at; a condition naming setting and resources; and a degree naming what counts as having got there.

It then supplies a taxonomy of six levels, revised from nouns into verbs, so that remember, understand, apply, analyse, evaluate and create each carry a sorted list of action verbs.

Most weak designs are not short of ideas; they are built on an objective that cannot be observed, and every activity and assessment downstream inherits that fault.

ICAP and Cognitive Engagement in Activity Design

Engagement is defined as a compound of how much notice, interest and curiosity a learner brings and how warmly they are tied to the work, none of which can be installed directly.

What can be designed is the task, and this framework sorts tasks into four modes: receiving, manipulating what was presented, generating something the material did not contain, and dialoguing so that both parties generate. Each mode names a different cognitive process and predicts a different outcome, from knowledge that cannot be recalled outside its original context through to understanding that transfers.

The chapter's practical lesson is that a tool does not set the mode; the task instruction does.

TPACK and the Seven Knowledge Dimensions

The overarching framework of the course, read as seven questions rather than a diagram. Three are ordinary preparation, asking what learners need to learn, how they should learn it and what the technology can do.

Three more sit in the overlaps and are where a technology decision becomes right or wrong: which teaching approach suits this content, how technology represents or transforms it, and how technology changes the activity. The seventh is a verdict on whether all three are working together.

The chapter works the course's own flawed lesson, in which four defensible tools are used and no step requires the learner to perform either verb in the objective.

Learning Theories Behind Technology Enhanced Design

Three classrooms teach identical vocabulary in three ways, and each is the visible form of a different account of how learning happens.

Behaviourism explains change through what follows a behaviour, and the chapter fixes the four names that come out of adding or taking something away, which is the highest-risk confusion in this material. Cognitivism explains it through attention, working memory, schema and retrieval, each stage supplying a design rule.

Social constructivism explains it through people working on meaning together, with the zone of proximal development as its central idea and the jigsaw as its worked strategy. Most real designs carry two of the three for two different jobs.

Pedagogical Models and Classroom Strategies

Four layers that are routinely collapsed into one.

A framework outlives the unit and decides how the design is judged; a model organises the unit and decides its sequence; a strategy occupies part of one lesson and decides who talks to whom; and the skills sit beside all of it as what the design is for.

The chapter lists the models and strategies the course names, explains why four of the models carry a note that a specific model is still needed, and uses the course's own quoted definition of seamless learning as a worked example of what the citation criterion wants.

Generative AI and Human AI Co Design of Lessons

The reading week puts you inside a design system and studies how you behave with it.

The task is to choose an authentic problem spanning at least two disciplines, co-design a lesson carrying eight named components, and reflect. Five alignment questions test each suggestion against your objectives, your chosen approach, how genuinely the subjects are woven together, the learners in front of you and the learning itself, after which you may take it, change it, turn it down or push it further.

The chapter argues that modify is usually the correct decision, because it is the only one that forces you to name which test failed and what the minimum change is.

Designing and Evaluating a Technology Rich Lesson

The production chapter.

Five components are required of the group work: the environment design, the frameworks and models behind it, the technology used, a reflection on advantages and challenges, and citations with a reference list, with an indication of the division of labour alongside.

The published criteria put ten of the thirty marks on topic knowledge, which is the only criterion that asks for frameworks and technology genuinely integrated and supported by literature.

The chapter closes on the presentation format set for this offering and on the peer evaluation every member completes after the final submission.

How to use the last two chapters

A practice chapter drills the four attributions this course keeps asking for, each with the one discriminating feature that settles it: what changes the learner, what the learner must generate and whose output they must answer, what the tool did that the previous medium could not, and which layer a named thing belongs to.

A closing chapter takes the individual report section by section against its published weights, and lists the submission requirements that can all be checked a week early and none of which can be checked on the night.

Worked example · free

Give three tools a job, or take them out of the design

Key terms

Instructional Design

The deliberate arrangement of objectives, activities, resources and assessment so that a stated learning outcome becomes reachable.

Intended Learning Outcome

What a participant will be able to do on completing the course, published here as three statements covering understanding frameworks, evaluating designs, and designing and evaluating environments.

Social Constructivism

The position that knowledge grows out of dealings with other people and with a culture, which the Course Outline names as the reference point for the designs you judge.

Formative Assessment

Assessment carried out while learning is still in progress so that it can change what happens next, and also the name of the twenty per cent component of this course.

Behaviourism

The account of learning in which behaviour is acquired through conditioning and shaped by the consequences that follow it.

Cognitivism

The account of learning as a matter of taking information in, making sense of it and ordering it in the mind, concerned with attention, memory, reasoning and transfer.

Prior Knowledge

What a learner already holds, which new material has to connect to before it becomes meaningful, and one of the individual differences the learning principles name.

Cognitive Load

The amount a learner has to hold and process at one time, which is limited and which chunking a task into stages is intended to reduce.

Dual Coding Theory

The account in which verbal and non-verbal information are processed through separate channels that can reinforce each other, used here to explain why an image paired with a word aids retention.

Retrieval Practice

Recalling material from memory rather than rereading it, used in the course's cognitivist classroom as the step that follows organising and connecting.

Computational Thinking

Decomposing a problem, recognising patterns, abstracting away irrelevant detail and designing steps, so that a large problem becomes a structured and manageable process.

Twenty First Century Skills

The five capabilities the course names for the current era: communication, collaboration, critical thinking, creativity and computational thinking.

INT6066 FAQ

Questions students ask in each INT6066 chapter

What makes a learning environment innovative rather than just well equipped?

The difference is what learners are able to do. An environment counts as innovative when the pedagogical design has changed so that learners produce, decide or collaborate in ways the previous arrangement did not allow, and you can show it with the artefacts they made. New furniture and new devices can support that change and can equally leave the lesson untouched, which is why the course asks for evidence of activity rather than an inventory. Chapter 01 · Innovative Learning Environments and Learning Principles

Can I start from a technology my school has already bought?

You can, but you have to run the order backwards to recover it. Ask what that technology genuinely affords that nothing else does, then find the parts of the syllabus whose outcomes have that shape, then design the pedagogy for those parts only, then check the space. The result is a defensible subset of lessons rather than a whole programme, and saying so is the professional answer rather than an admission. Chapter 02 · The Pedagogy, Space and Technology Framework

Why is understand not allowed as a verb in a learning objective?

Because nothing follows from it that a marker could inspect. Two teachers can both agree a learner understands something and disagree completely about what evidence would show it, so the word cannot organise an assessment. Replacing it with the act you would actually collect, such as classify, predict or justify, fixes the objective and usually reveals that the lesson needs a different activity as well. Chapter 03 · Writing Learning Objectives with ABCD and Bloom

Is interactive always better than constructive?

The framework predicts more learning higher up, but the mode has to fit the job. Fluency with vocabulary or notation is reached fastest at the active mode, and forcing dialogue onto it wastes time without changing the outcome. The framework is most useful when the objective asks for transfer or explanation, because those are precisely the outcomes the lower modes are predicted not to deliver. Chapter 04 · ICAP and Cognitive Engagement in Activity Design

Do I have to use all seven dimensions in my presentation?

No, and listing all seven is usually weaker than evidencing one. The criterion rewards a design that genuinely integrates frameworks with the technology, so the reliable move is to name one dimension and point at the specific task instruction that exercises it. A single dimension with a task attached survives a follow-up question; a list does not. Chapter 05 · TPACK and the Seven Knowledge Dimensions

Can one lesson use more than one learning theory?

Yes, and most good ones do. The course's own attribution exercises carry a primary theory and a possible secondary theory on most rows, because a design typically uses conditioning for fluency and one of the other two for meaning. The stronger answer names both and says which feature of the activity separates them, rather than forcing a single label. Chapter 06 · Learning Theories Behind Technology Enhanced Design

What is the difference between a pedagogical model and a strategy?

Duration and scope. A model organises a whole unit and decides its sequence, while a strategy occupies part of a single lesson and decides who does what with whom in that window. You normally choose one model and several strategies, and a design that lists only strategies has activities with no shape holding them together. Chapter 07 · Pedagogical Models and Classroom Strategies

Am I allowed to use generative tools in this course?

You are encouraged to explore them sensibly and asked to cite or acknowledge their use explicitly. For the written individual work you must declare any use, submit a word processor file with tracked changes, and the report notes rule out generated text in the submission itself alongside copying from online sources. Designing with a tool and submitting text written by one are treated differently, so confirm the current wording on Moodle before you submit. Chapter 08 · Generative AI and Human AI Co Design of Lessons

How long is the group presentation and do we need slides?

The first session for this offering sets about fifteen minutes plus five minutes of questions, with no slide deck, using either a live demonstration or a one-page poster and delivered like a pitch. A separate project guidance document describes a longer online arrangement that appears to belong to an earlier offering, so plan to the short format and confirm the current one in class before you build the materials. Chapter 09 · Designing and Evaluating a Technology Rich Lesson

How to prepare for the assessments

Pick one real learning problem in week one and carry it through every chapter, so that each framework costs you a decision rather than a summary. Keep one page with three columns as you go: what you chose, what you rejected, and the sentence that explains why.

That page is the backbone of the individual report, the answer to most questions after the presentation, and the only part of the work that genuinely cannot be reconstructed the week before the deadline.

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