| সংক্ষিপ্ত: | This report provides an account of the work accomplished during the Fellowship program. Indeed, the rate of growth of interest in educational design appears to be accelerating. Design is the key theme in this work. The steady shift to more active forms of learning in higher education means that university teachers have to think carefully about the design of good learning tasks, productive things for students to do, as well as about the resources that students will need if they are to stand a reasonable chance of succeeding in their activities. These 'resources' turn out to be many and varied. For some activities, it is enough to have access to carefully selected literature, undisturbed time to read and reflect, and a chance to discuss important ideas. The success of other activities may depend on having appropriate space to work with peers, access in that space to online information and collaboration tools, and occasional timely guidance from a teacher. The incursion of new technologies, and their increasing variety and sophistication, bring new opportunities for learning but also present much more complex design challenges. How can university teachers best help students to make good use of time, space, technology, peer networks and the myriad resources of the Internet. The challenges of producing good designs for learning are still very great. Indeed they may become greater as students' needs diversify, personal technologies proliferate and pressures on space, resources and the teaching workforce become more intense. But design is also a strategy for survival. It helps us rethink, analyse what's important, and focus our actions accordingly. [Executive summary, ed]
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