Retention \u2013 helping students complete the studies they\u2019ve signed up for \u2013 is an essential element of learning design. Open University researchers Jitse van Ameijde, Martin Weller and Simon Cross developed the ICEBERG principles (2015) to highlight seven learning design elements that support retention. Below we\u2019ve outlined briefly what the principles look like in practice.<\/p>\n
Learning that is designed for retention should be: Find out more<\/strong>
\nIntegrated<\/strong>
\nLearning materials are constructively aligned: activities and other materials support assessment, ultimately helping students pass the module.
\nCollaborative<\/strong>
\nLearning activities include opportunities for students to articulate concepts to one another and reflect on them in new contexts. Collaboration also builds connections between students, helping them feel part of a supportive community.
\nEngaging<\/strong>
\nLearning materials connect to students\u2019 interests and goals via case studies, readings and varied activities. The academic team should be visible to students too, so that they can \u2018hear\u2019 the real people behind the curriculum.
\nBalanced<\/strong>
\nWorkload is manageable and evenly distributed throughout the module. Sudden jumps in effort needed can be alarming and may not fit in around students\u2019 other commitments.
\nEconomical<\/strong>
\nLearning materials cover what\u2019s needed to ensure students meet the learning outcomes \u2013 and nothing more. Other content \u2013 however interesting \u2013 can distract students and upset their planning.
\nReflective<\/strong>
\nActivities include opportunities for regular reflection to help students test their understanding and see their progress.
\nGradual<\/strong>
\nMaterials build understanding and skills gradually, helping students grasp the basics before exploring more complex concepts.<\/p>\n
\nVisit Professor Martin Weller\u2019s blog<\/a> to download the full report and to explore his insights into the research.<\/p>\n