Partnering for practice

Using the RISE learning framework to design digital learning with intent

Abstract

The RISE learning framework was developed to address a persistent gap in online learning design: the disconnect between pedagogical theory and practice. While social constructivist principles emphasise active engagement, formative feedback and alignment, many digital courses continue to rely heavily on passive content delivery. RISE (Relevant, Interactive, Structured, Engaging) offers a practical, discipline-agnostic conceptual tool that supports academics and learning designers in co-creating purposeful, student-centred online learning experiences. Unlike traditional activity-type taxonomies, RISE clearly distinguishes between passive (acquisition) and active (application) tasks, emphasising alignment with learning outcomes and the integration of formative feedback. It promotes the inclusion of collaborative learning experiences, recognising the value of peer interaction in fostering engagement and supporting learning outcomes, and foregrounds authenticity by encouraging the design of learning that reflects professional practice and builds industry-relevant capabilities.

This poster introduces the conceptual foundations and development of the RISE learning framework, explores its use in collaborative course design, and outlines our plan to evaluate its use through a structured survey capturing academic and learning designer perspectives. Findings from this evaluation will inform future refinements to the framework.