designing meaningful learning experiences: berlin model resensed

At resense360, we believe that learning is catalytic to transformation. Over the years, we have collected a set of frameworks, models, and tools essential to design and deliver holistic learning experiences in the context of dynamic adult learning.

Among those resources stands the Berlin Model — a comprehensive framework which supports informed choices around each aspect of the learning process design in complex settings.

In this article, we present you a revised, or better say #resensed version of the Model.

The Berlin Model (German: Berliner Modell), developed by Paul Heimann (Heimann, P. (1962). Didaktik als Theorie und Lehre), is also known as the “Teaching-learning theory of education” (German: lehr-lern-theoretische Didaktik). We consider this model foundational and systemic as it emphasizes dynamic relationships between teaching and learning. It builds on the premise that teaching and learning are intertwined intentional processes, occurring within larger real-life systems, which involve students, educators, curriculum, learning environments, policies, stakeholders, and evolving circumstances of a wider context.

In his model, Heimann suggests making a distinction between conditional factors (the frame around) and decisional factors (the elements inside).

Conditional factors encompass anthropogenic conditions as well as all contextual and socio-cultural factors, including historical and societal contexts, and the external environment across micro, meso, and macro levels. These factors are beyond the direct control of educators; they cannot be influenced, but should be taken into consideration while designing and delivering any learning experience.

Decisional factors, on the other hand, pertain to the internal elements or components of the educational process. They encompass educational goals, curriculum design, teaching methods, and educational technology. Unlike conditional factors, decisional factors are shaped by educators based on their pedagogical goals and principles.

Having used the Berlin model as one of our main “back end” frameworks to design and deliver meaningful learning experiences since 2015, we’ve come up with a more nuanced version — both in terms of content and visual representation.

We’ve added the wider evolving context (STEEPLE factors) as an extra conditional factor. We’ve distinguished core beliefs and approaches as an extra item to ensure consistency and alignment in design and delivery of learning processes. We’ve also differentiated between learning outcomes for each (individuals) and all (group) involved.

The Model is accompanied by guiding questions to support the educator’s thinking process. We’ve adapted the questions to our professional needs as we engage with dynamic adult learning on both local and international scale.

Below, you can find the guiding questions grouped by the factors of the model.

Thank you for reading to the end. We hope our experience will be relevant for your practice.
We appreciate your time. Here is something we can share in return.

Kazakhs have a wonderful tradition. If you are a guest to a Kazakhstani household, you can’t leave empty-handed. Be ready to receive a sarqyt from the hosts — a “gift to go” made of something that’s been served.

Here is a small sarqyt for you.

Here you can download a printable version of the resensed Berlin Model with all the guiding questions included. We hope it’ll be useful to design your next meaningful learning experience.

Zoya Lukyanova, Ruslan Kildeev, and Indira Shah for resense360.