ABSTRACT
Organizing teaching is really about designing learning. Designing learning is one of the most fundamental activities of a university teacher. Often, due to pressures of time, preparing to teach is given less time and consideration than implementing and evaluating the teaching/learning process. Furthermore, the language of pedagogic design has historically been off-putting to most academics, seeming little more than educational jargon at best, and ‘mumbo-jumbo’ at worst. Despite the jargon, the aim of pedagogic design to assist in the development of conscious and purposeful teaching and learning is a laudable one, especially if the learning outcomes achieved are improved by so doing.
