ABC Learning Design as a tool for effective global health education: A development workshop in Germany within the scope of EUGLOH

This paper explores the effectiveness of a hands-on workshop focused on the ABC Learning Design methodology (Young & Perovic, 2020), conducted in Munich, Germany, in early 2025, as part of the EUGLOH (European University Alliance for Global Health, https://www.eugloh.eu/ ) project. EUGLOH, a collaboration of nine European universities, aims to foster transnational cooperation in education, research, and innovation to tackle global health challenges. The workshop aimed to enable participants to collaboratively create courses using the ABC method, a rapid curriculum-design approach. The workshop was structured around four pillars of learning design: learning outcomes, activities, inclusion, and evaluation (Rossi, 2023). This paper presents the findings of a mixed-methods study that investigated the impact of this workshop on participants' course design skills and their perceptions of the ABC Learning Design methodology. The workshop was facilitated by educational development and research staff from the Ludwig Maximilian University of Munich (LMU) and UiT The Arctic University of Norway (UiT). The ABC Learning Design method is a rapid curriculum-design approach that supports the co-creation of courses (Williams, 2011) and development of a high-level storyboard of the student learning journey and detailed plans of learning activities (Voogt et al., 2011). The workshop provided participants with practical experience of the ABC method, with the goal of creating a concrete conceptualisation and curriculum plan for a course. The workshop included an introduction to learning objectives and their co-creation, and focused on how to make learning inclusive through evaluation and constructive alignment (Warren, 2002). The workshop brought together approximately 25 participants from across the nine EUGLOH partner universities. Participants worked in teams to develop their courses and produce detailed learning activity plans. The study employed a mixed-methods approach. The quantitative data were obtained through a post-workshop questionnaire which aimed to assess the perceived effectiveness of the ABC Learning Design methodology by gathering participants’ self-ratings of their skills and confidence in relevant areas of curriculum design. The qualitative data included open-ended responses from the post-workshop questionnaire, as well as data from focus-group interviews with ten workshop participants. These focus-groups explored participants' experiences in detail, focusing on the perceived benefits and challenges of the ABC method, and the international exchange aspects of the workshop. Data analysis involved descriptive statistics for the quantitative data, and a thematic analysis was used to identify key themes across the qualitative data (Braun & Clarke, 2006). The analysis of these data highlights the efficacy of the ABC Learning Design method in generating course concepts. The results showed that participants valued the collaborative and hands-on structure of the workshop. A key finding was that participants reported a greater understanding of the importance of aligning learning outcomes, activities, and assessment. Additionally, the workshop promoted awareness of the significance of inclusivity in learning design. This study also explored the international exchange aspects of the workshop, given that it brought together participants from nine universities and eight European countries. The co-creation of course designs provided a valuable opportunity for participants to share ideas and reflect on their own practices. Furthermore, the international nature of the workshop, within the context of the EUGLOH project, provided a rich environment for the exchange of experiences and the development of international collaborations. The study underscores the potential of collaborative learning design workshops, such as the ABC workshop, to foster collaboration and innovation within international alliances. The planned presentation will discuss these implications for international higher education and the potential impact on the development of global health education. The workshop was effective in providing participants with a practical method for generating course concepts rapidly, including learning objectives, learning activities, and assessment. The ABC learning design method is a potentially valuable resource for future curriculum design initiatives within the EUGLOH project and beyond. The co-creation of course designs allowed participants to share insights and reflect on their own practice. The international delivery of the workshop within the EUGLOH project context offered a valuable opportunity for experience exchange. The findings highlight the potential of collaborative learning design workshops to promote innovation and collaboration within international alliances and contribute to the development of innovative educational practices in higher education institutions. References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Rossi, V. (2023). Inclusive Learning Design in Higher Education: A practical guide to creating equitable learning experiences. Taylor & Francis. Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J. M., & de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244. https://doi.org/10.1016/j.tate.2011.07.003 Warren, D. (2002). Curriculum Design in a Context of Widening Participation in Higher Education. 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