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Jean-Yves Le Corre, Huyixiang (Shanghai) Technology Management Consulting Co. Ltd, ChinaAbstract
The concepts of Digital Ecology and Digital Learning Ecosystems have gained increasing recognition in Higher Education Institutions as responses to the demand for innovative pedagogical approaches that enable learners to adapt to today’s volatile, uncertain, complex, and ambiguous environment. However, the lack of practical instructional design frameworks in this area to support the design of learning solutions able to meet the requirements of undergraduate or postgraduate curricula calls for further developmental research. While traditional instructional design methodologies focus on structuring the learning process and organising activities, the principles underpinning Digital Learning Ecosystems require a broader perspective and a different approach to conventional instructional design frameworks. Our research study aims to propose a comprehensive pedagogical framework and instructional design guidelines to assist in the creation of engaging and performance-driven learning design solutions that fit with the context of community-based DLEs in undergraduate and postgraduate higher education. Using a multi-case developmental research approach, the study identifies three critical dimensions of instructional design in digital ecosystems: (1) Teacher-led facilitation, (2) Pedagogy-driven instructional strategies and (3) Iterative, technology-enabled solution prototyping. The findings contribute to digital learning innovation and advance developmental research in the field of community-based Digital Learning Ecosystems, positioning them as the next generation of digital learning environments.
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