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Design of learning experiences
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Publisher: Editura Universitară
Author: Loredana Manasia (coord.), Olivia Pisică, Alina Constantin
Edition: I
Pages: 146
Publisher year: 2026
ISBN: 978-606-28-2182-1
DOI: https://doi.org/10.5682/9786062821821
Product Code:
9786062821821
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Learning is one of the four fundamental forms of human activity.
Perhaps you are already curious: what are the other three? Well… exactly at that moment of curiosity, learning was triggered.
Learning is a natural process — a vital function of our physical, socio-emotional and cognitive development. However, beyond its naturalness, learning has laws, mechanisms and conditions that can be understood, described and even “designed”. Therefore, the path to becoming a teacher is, in essence, the path to becoming a learning engineer. In this course, we invite you to “forget”, for a while, the idea that the teacher teaches and to look at him rather as an architect, a designer of learning experiences.
With this metaphor in mind, we will explore together the universe of human and school learning, discovering how we can design relevant experiences — those that start from students' curiosity, maintain it and transform it into authentic development.
Teaching and learning form a dynamic couple: they are born from each other, shape and influence each other. Just as in Constantin Brâncuși's SĂRUTUL (1907–1908), they intertwine in a continuous dialogue, building a living relationship — the teacher-student dyad. This course invites you to be curious. To identify strategies, methods, tools and resources through which you can create meaningful learning experiences — experiences that touch the mind, but also the heart. We will explore together innovative pedagogies, transformative learning concepts and essential works in the field
Ultimately, our goal is simple and profound: to learn to design pairs — between teaching and learning, between theory and practice, between teacher and student.
Perhaps you are already curious: what are the other three? Well… exactly at that moment of curiosity, learning was triggered.
Learning is a natural process — a vital function of our physical, socio-emotional and cognitive development. However, beyond its naturalness, learning has laws, mechanisms and conditions that can be understood, described and even “designed”. Therefore, the path to becoming a teacher is, in essence, the path to becoming a learning engineer. In this course, we invite you to “forget”, for a while, the idea that the teacher teaches and to look at him rather as an architect, a designer of learning experiences.
With this metaphor in mind, we will explore together the universe of human and school learning, discovering how we can design relevant experiences — those that start from students' curiosity, maintain it and transform it into authentic development.
Teaching and learning form a dynamic couple: they are born from each other, shape and influence each other. Just as in Constantin Brâncuși's SĂRUTUL (1907–1908), they intertwine in a continuous dialogue, building a living relationship — the teacher-student dyad. This course invites you to be curious. To identify strategies, methods, tools and resources through which you can create meaningful learning experiences — experiences that touch the mind, but also the heart. We will explore together innovative pedagogies, transformative learning concepts and essential works in the field
Ultimately, our goal is simple and profound: to learn to design pairs — between teaching and learning, between theory and practice, between teacher and student.
WELCOME TO FIND YOU!/7
HOW TO READ THE COURSE MATERIALS?/7
HOW TO TAKE NOTES?/8
TOPIC 1. WHAT IS LEARNING?/10
VIGNITO 1. SHADOWS GROW WHEN PEOPLE LEARN/10
A WORKING DEFINITION OF LEARNING/11
LEARNING AS A PROCESS AND PRODUCT/12
LEARNING OUTCOMES/14
WHAT IS THE RELATIONSHIP BETWEEN COMPETENCES AND LEARNING OUTCOMES?/18
FORMULATING LEARNING OUTCOMES/19
LEARNING PATTERNS/26
EFFECTIVE LEARNING STRATEGIES/28
TOPIC 2. HOW DOES LEARNING OCCUR?/31
VIGNIET 2. HOW TO LEARN WITHOUT OVERCOMING MEMORY/31
PARADIGM AND THEORIES OF LEARNING/32
THE OFFICE AND THE STORAGE: WHERE LEARNING ACTUALLY OCCURS/37
WHAT IS ACTIVE LEARNING?/40
WHERE DO WE START WHEN LEARNING: COGNITIVE ORGANIZERS/43
KNOWLEDGE AS A PROCESS: LEARNING THROUGH DISCOVERY/44
METACOGNITIVELY ASSISTED LEARNING/46
TOPIC 3. DESIGN LEARNING EXPERIENCES/50
VIGNIET 3. PETISQUEIRA DOS SENTIDOS/50
HOW DO WE DEFINE THE DESIGN OF LEARNING EXPERIENCES?/51
LEARNING AS A STORY/54
LEARNING CANVAS/55
VISIBLE LEARNING/58
HOW CAN WE MAKE LEARNING VISIBLE?/59
THEME 4. INNOVATIVE PEDAGOGIES/62
VIGNIET 4. SMILE /62
WHAT ARE (INNOVATIVE) PEDAGOGIES? /63
WHAT ARE INNOVATIVE PEDAGOGIES?/64
CLASSIFICATIONS AND EXAMPLES OF INNOVATIVE PEDAGOGIES/66
GAMIFICATION, LEARNING THROUGH GAMES AND STORYTELLING/68
SERVICE LEARNING/72
CHALLENGE-BASED LEARNING/75
INTERACTIVE TEACHING AND THE FLIPPED CLASSROOM/80
TOPIC 5. TEACHING STRATEGIES/83
VIGNIET 5. CARNATIONS FOR THE ROAD/83
THE RELATIONSHIP BETWEEN LEARNING THEORIES, PEDAGOGIES AND TEACHING STRATEGIES/84
HOW DO WE DEFINE THE CONCEPT OF TEACHING STRATEGY?/85
CLASSIFICATION OF TEACHING STRATEGIES/87
STRUCTURAL ELEMENTS OF TEACHING STRATEGY/88
THE DESIGN PROCESS INSTRUCTIONAL/92
TRAINING EVENTS/93
LESSON PROJECT/97
TOPIC 6. EVALUATION STRATEGIES/101
VIGNITION 6. MEL AND THE EVALUATION THAT HE THOUGHT WAS THE END/101
WHAT IS EVALUATION AND WHY DO WE EVALUATE?/102
HOW IS EVALUATION CARRIED OUT?/104
FEEDBACK IN EVALUATION: FROM INFORMATION TO DIALOGUE/111
TOPIC 7. THE LEARNING PROCESS. PRINCIPLES OF LEARNING DESIGN/117
VIGNITE 7. PLACES YOU CAN TAKE WITH YOU/117
THE LEARNING PROCESS AND THE CENTRALITY OF LEARNING/118
COMPONENTS OF THE LEARNING PROCESS/122
HOW DO WE DEFINE THE CONCEPT OF DIDACTIC PRINCIPLE?/124
REFERENCES/128
LIST OF FIGURES/133
LIST OF TABLES /135
LIST OF BOXES/135
LIST OF THOUGHT BOXES/136
APPENDICES/136
ANNEX 1. LIST OF ACTION VERBS/136
ANNEX 2. CONTRIBUTIONS OF THE MAIN THEORETICIANS OF BEHAVIORISM/138
ANNEX 3. EDUCATIONAL GAME SCENARIO/140
HOW TO READ THE COURSE MATERIALS?/7
HOW TO TAKE NOTES?/8
TOPIC 1. WHAT IS LEARNING?/10
VIGNITO 1. SHADOWS GROW WHEN PEOPLE LEARN/10
A WORKING DEFINITION OF LEARNING/11
LEARNING AS A PROCESS AND PRODUCT/12
LEARNING OUTCOMES/14
WHAT IS THE RELATIONSHIP BETWEEN COMPETENCES AND LEARNING OUTCOMES?/18
FORMULATING LEARNING OUTCOMES/19
LEARNING PATTERNS/26
EFFECTIVE LEARNING STRATEGIES/28
TOPIC 2. HOW DOES LEARNING OCCUR?/31
VIGNIET 2. HOW TO LEARN WITHOUT OVERCOMING MEMORY/31
PARADIGM AND THEORIES OF LEARNING/32
THE OFFICE AND THE STORAGE: WHERE LEARNING ACTUALLY OCCURS/37
WHAT IS ACTIVE LEARNING?/40
WHERE DO WE START WHEN LEARNING: COGNITIVE ORGANIZERS/43
KNOWLEDGE AS A PROCESS: LEARNING THROUGH DISCOVERY/44
METACOGNITIVELY ASSISTED LEARNING/46
TOPIC 3. DESIGN LEARNING EXPERIENCES/50
VIGNIET 3. PETISQUEIRA DOS SENTIDOS/50
HOW DO WE DEFINE THE DESIGN OF LEARNING EXPERIENCES?/51
LEARNING AS A STORY/54
LEARNING CANVAS/55
VISIBLE LEARNING/58
HOW CAN WE MAKE LEARNING VISIBLE?/59
THEME 4. INNOVATIVE PEDAGOGIES/62
VIGNIET 4. SMILE /62
WHAT ARE (INNOVATIVE) PEDAGOGIES? /63
WHAT ARE INNOVATIVE PEDAGOGIES?/64
CLASSIFICATIONS AND EXAMPLES OF INNOVATIVE PEDAGOGIES/66
GAMIFICATION, LEARNING THROUGH GAMES AND STORYTELLING/68
SERVICE LEARNING/72
CHALLENGE-BASED LEARNING/75
INTERACTIVE TEACHING AND THE FLIPPED CLASSROOM/80
TOPIC 5. TEACHING STRATEGIES/83
VIGNIET 5. CARNATIONS FOR THE ROAD/83
THE RELATIONSHIP BETWEEN LEARNING THEORIES, PEDAGOGIES AND TEACHING STRATEGIES/84
HOW DO WE DEFINE THE CONCEPT OF TEACHING STRATEGY?/85
CLASSIFICATION OF TEACHING STRATEGIES/87
STRUCTURAL ELEMENTS OF TEACHING STRATEGY/88
THE DESIGN PROCESS INSTRUCTIONAL/92
TRAINING EVENTS/93
LESSON PROJECT/97
TOPIC 6. EVALUATION STRATEGIES/101
VIGNITION 6. MEL AND THE EVALUATION THAT HE THOUGHT WAS THE END/101
WHAT IS EVALUATION AND WHY DO WE EVALUATE?/102
HOW IS EVALUATION CARRIED OUT?/104
FEEDBACK IN EVALUATION: FROM INFORMATION TO DIALOGUE/111
TOPIC 7. THE LEARNING PROCESS. PRINCIPLES OF LEARNING DESIGN/117
VIGNITE 7. PLACES YOU CAN TAKE WITH YOU/117
THE LEARNING PROCESS AND THE CENTRALITY OF LEARNING/118
COMPONENTS OF THE LEARNING PROCESS/122
HOW DO WE DEFINE THE CONCEPT OF DIDACTIC PRINCIPLE?/124
REFERENCES/128
LIST OF FIGURES/133
LIST OF TABLES /135
LIST OF BOXES/135
LIST OF THOUGHT BOXES/136
APPENDICES/136
ANNEX 1. LIST OF ACTION VERBS/136
ANNEX 2. CONTRIBUTIONS OF THE MAIN THEORETICIANS OF BEHAVIORISM/138
ANNEX 3. EDUCATIONAL GAME SCENARIO/140
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