Reframing

Solving complex problems with learning design

Abstract

This paper presents a case study of the development of two fully online undergraduate programs, which reframes course development from a complicated problem requiring linear solutions to a complex problem demanding collaborative, adaptive practices. As Australian universities face increasing demand for online education, traditional linear and transactional approaches fail to navigate the interconnected challenges of pedagogy, technology, quality expectations, and commercial realities. Drawing on design thinking and systems thinking, the authors propose a framework centred on six working principles: establishing clear scope through shared value and language, adopting team-focused collaboration, maintaining human-centred processes, embracing continuous iteration, utilising appropriate collaboration tools, and working across organisational layers. Practical innovations, including visual Course Maps, program workshops, a custom Smart Storyboard authoring tool, and a shared vocabulary of learning types and patterns, shifted focus from delivering minimum viable products to creating maximum value through meaningful collaboration and sustainable practices. The framework offers universities a replicable approach for developing high-quality online courses through design-led practices that acknowledge complexity while building institutional capacity and fostering educational innovation.