Learning design for a flexible learning environment

1
Learning design for a flexible learning
environment

• Sarah Knight and Ros Smith
• Pedagogy Strand of the JISC e-Learning Programme

2
The challenge.
3
e-Learning in context
e-Learning is fundamentally about learning and
not about technology. Strategic development of
e-learning should be based on the needs and
demands of learners and the quality of their
educational experience. Joint SFEFC/SHEFC
e-Learning Group Final Report 2003
4
e-Learning Programme

• The JISC Learning and Teaching committee is
  funding a new e-Learning Programme to run until
  August 2007.
• The e-Learning Programme aims to identify how
  e-learning might be used to facilitate and
  support learning and to advise on how e-learning
  can be effectively implemented.
• The Programme focuses on four areas e-Learning
  and Pedagogy Technical Framework and Tools for
  e-Learning Innovation and Distributed
  e-learning.

5
e-Learning enhanced learning

• A definition of e-learning learning facilitated
  and supported through the use of information and
  communications technology

• Interactive whiteboards
• Digital cameras
• Mobile and wireless tools
• Voting systems
• Mobile phones
• Email, discussion boards, chat
• VLEs
• Learning design tools, e.g. LAMS
• Assistive software

6
Designing activities that promote effective
learning
Learners
Activity Interaction of learner with environment,
leading to planned outcome
Intended outcome
Learning environment
A model of learning activity design
7
Consider your learners
Their needs
Their prior experience of learning
Their social andinterpersonal skills
Their confidence and competency in the use of ICT
JISC study into learner experiences of
e-learning starts in May 2005
8
Consider the learning environment

• Where will the learning take place?
• What resources do you have access to?
• What technologies do you have available for use?
• What facilities and support services are
  available and how do these match with your
  learners needs?
• Consider the design of physical learning space

9
Consider the learning outcomes

• What is the purpose behind the learning
  activity?
• What internal goals must your learners meet? (For
  example, those set by the tutor or the course
  requirements.)
• What external targets must your learners meet?
  (For example, those set by examining boards and
  qualification bodies.)

10
An example of effective practice
University of Strathclyde Active collaborative
learning
From Innovative Practice with e- Learning JISC,
September 2005
11
Building in e-learning

• Effective practice with e-learning should involve
  the same decisions we make about effective
  practice in learning, that practice should,
• Engage learners in the learning process
• Encourage independent learning skills
• Develop skills and knowledge
• Motivate further learning
• Effective learning takes place when opportunities
  to learn involve
• The right resources
• The right mode or blend of modes of delivery
• The right context
• The right learners
• .With the right level of support

12
The e-learning advantage

• The e-learning advantage extends the range and
  power of delivery, and is a technique that can
  enable more active learning for a wider variety
  of learners.
• Combining e-learning options with the best of
  established practice will give the practitioner
  greater capacity to create an exciting and
  meaningful learning experience.
• Where the e-learning option is used, it extends
  the learning potential and is not used for its
  own sake.

13
Some generic learning activities

• Negotiate learning goals
• Explore new concepts
• Evaluate facts and concepts
• Build and test theories
• Solve problems

• Share and discuss
• Apply concepts and skills
• Visualise and present concepts
• Assessment for learning

14
Activity

• Identify an example of practice with e-learning
  from your own experience and share this with your
  group.
• Select one example of practice which your group
  will use to evaluate for quality and
  effectiveness
• The Effective Practice Planner

15
A model for effective practice with e-learning
16
Key principles

• For practitioners throughout the post-16 sector
  HE
• Advice on what are pedagogically sound and
  accessible ways of embedding e-learning into
  everyday practice
• Develop a shared understanding as to how, when
  and where to apply e-learning to the best
  advantage of learners
• Case studies illustrating effective practice
  across the sectors

17
Advice and guidance materials
18
Further advice

• Innovative Practice with e-Learning Sept 05
• how innovative practice with e-learning can
  extend and enhance rather than replace current
  practice
• how the use of technologies can benefit learners
  and maximise their learning potential
• how to plan for effective deployment of these
  technologies in future developments within the
  institution, in particular for the impact they
  may have on learning space design
• Guidelines for learning space design Sept 05
• highlight key issues and information to be
  considered when planning new learning spaces
  incorporating technology
• Aimed at senior managers and estates teams

19
Further information

• s.knight_at_jisc.ac.uk and ros.smith_at_gpisolutions.co.
  uk
• www.jisc.ac.uk/elearning_pedagogy.html
• www.jisc.ac.uk/elp_practice.html
• eped-info_at_jiscmail.ac.uk