Designing the conditions for learning
Learning does not happen because a room is flexible, a headset is immersive, an activity is interactive or a video is polished. These elements matter when they are deliberately designed around what learners need to notice, think about, practise, discuss and produce.
The Research Group studies four connected domains. Each can be explored independently, but the greatest value often comes from examining how they interact.
| Domain | Central question | Typical outputs |
|---|---|---|
| Learning-space design | How might space, participation, tools and routines support the intended forms of learning? | Design guides, school discussions, observation tools, project cases |
| Immersive & extended-reality learning | When does an embodied or spatial digital experience add educational value? | Primers, evaluation frameworks, pilots, research studies |
| Interactive learning experiences | How should learners act, receive feedback and build explanations within an interactive system? | Simulations, design principles, evaluation tools, studies |
| Media & multimedia for learning | How should words, visuals and sound be combined so that media clarifies rather than distracts? | Media guides, review checklists, exemplars, production support |
Explore each domain
Learning-space design
Learning-space design is the deliberate alignment of educational intentions, learner activities, social interaction, spatial arrangements, tools and operational routines.
View →DomainImmersive and extended-reality learning
Explore when AR, VR, MR and related approaches can make otherwise difficult experiences visible, accessible or safe to practise.
View →DomainInteractive learning experiences
Design simulations and interactives that help learners test ideas, receive meaningful feedback and build understanding.
View →DomainMedia and multimedia for learning
Use words, visuals, audio, video and animation purposefully, accessibly and without unnecessary cognitive burden.
View →Cross-cutting questions
What is the teaching and learning purpose? What will learners do differently because of the environment or resource? How will the design support participation, agency and interaction? What barriers might exclude or disadvantage some learners? What evidence supports the approach? What implementation conditions are required? How will educators know whether the design is working?
A useful starting point
Begin with the learner activity and the evidence of learning you hope to see. Select spaces, technologies and media only after those intentions are clear.
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