Learning Design for the Lifelong Learner

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Learning Design for the Lifelong Learner

• Prof Tony Toole
• Coleg Sir Gâr
• June 2005

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Agenda

• Background the Wales e-Training Network
• The Characteristics of the Lifelong Learner
• Learning Design for the Lifelong Learner
• Case Study Web Site Design
• Designing Out the Constraints of Technology

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e-Training Networks

• SW Wales
• SE Wales
• N Wales

• Collaboration
• Shared development of materials
• Focussed on needs of SMEs
• Capacity building programme
• Concept proving objective
• Interoperability access

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The Rationale for the e-Training Network Why we
are doing it
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The On-line Lifelong Learner

• Average age 38yrs, normal distribution
• Typically employed, housebound or otherwise
  constrained
• Range of reasons for engaging with learning
• Range of experience and expertise
• Range of learning styles and preferences

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The Consequences of Diversity

• A one size fits all learning design model does
  not work
• Differing time constraints means learners all
  study at different times of the day and week, and
  follow different study patterns
• Subject knowledge and, particularly, practical
  experience, mean learners are looking for
  different outcomes and benefits
• Different support needs relating to ICT, study
  support disabilities

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Lessons we have learned .

• We need to provide multiple routes through the
  materials and allow students to make their own
  choices
• We need to communicate proactively with the
  students and provide structured formative
  feedback on achievement
• We need to allow the students to build on their
  existing skills and knowledge and to undertake
  learning activities that are relevant to their
  interests and learning needs
• We need to provide plenty of opportunities to
  communicate for those who are most comfortable in
  a community of learners, whilst allowing those
  who wish to plough a lone furrow to do so

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A New Learning Design Model

• Based on constructivist, situated learning
  approach employing discovery learning activities
  in communities of practice
• Modular with clusters of credit rated learning
  outcomes. Nested levels of learning support
  resources
• Student chooses own mix of learning outcomes to
  attain, level of support required and where
  when the learning will take place
• Negotiated learning agreement with module tutor

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Start Module discuss with tutor
Module Descriptor This will explain the learning
objectives of the module and the number of
activities to be carried out
Learning Activities Learning Activity 1.
Description, learning outcomes, student choices,
examples . Learning Activity N. Description,
learning outcomes, student choices, examples
Choose Learning Activity choose personal
application, agree with tutor
Level 1 Materials Bullet point explanations,
assumes knowledge of software, menu structures
and all basic functionality bullet point 1
explanation . bullet point N explanation
Y
Need Learning Materials?
N
N
Need Further Materials?
Complete Learning Activity discuss drafts with
tutor agree final version submit
Y
Level 2 Materials Further explanation of topic,
example, exercise)
N
Need Further Materials?
N
Learning Activities Complete?
Y
Y
Level 3 Materials Full topic coverage, examples,
exercises, tutorial)
End Module discuss with tutor
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Case Study Web Site Design Module

• Based on a social-constructivist model of
  learning design
• Created by Alex Bell at Trinity College
  Carmarthen
• On-line resources primarily to advise and guide
  learner through the learning process
• Academic content acts as a gateway to the subject
  refers to off-line resources
• The learning process is 100 activity based

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Learning Design Issues

• E-learning, like any learning, involves a process
  of knowledge and skills acquisition
• It is the process that is the key to good
  learning design, not the resources
• The value of e-learning is in the flexible access
  it provides to communications, information
  exchange and global resources

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Designing Out the Constraints of Technology

• If file size and bandwidth are an issue, dont
  deliver resources on-line
• When you do deliver on-line, use the simplest
  effective communications medium
• Use multimedia and interaction when this is
  demonstrably more effective at facilitating
  learning
• Effective use of synchronous and asynchronous
  communications is currently constrained by
  technology, but will ultimately be constrained by
  the quality of learning design

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Learning Design for the Lifelong Learner

• For more information contact
• tony.toole_at_virtualcollege.ac.uk