JISCCETIS Conference Learning Design Strand

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JISC/CETIS Conference Learning Design Strand

• Patrick McAndrew, OU.
• Plus a cast of several

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2004 Not just another brick in the wall
http//www.elframework.org
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? definitely relevant for Learning Design
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2004 LD big issues

• Tools and their interface
• How can we use services
• Not simply one-way
• Special requirements
• Emerging approaches
• Delivering on its promise
• Varying designs
• Build up practice
• Link into context
• Designs fit for purpose

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More working software

• UNFOLD Community
• LAMS Community and release 1.0.2
• Reload Widely adopted editor
• ASK-LDT Graphical editor
• Collage Patterns to designs
• MOTPlus Graphical editor
• CopperCore Enhanced LD Engine
• SLeD2 No install player with QTI
• Moodle Working on LD implementation

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Future Technology
Vavoula, Sharples, Rudman (2002).
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I want to be able to

• To have a game medical school treat people from
  day 1.
• LD to support everything as close to valid
  scenario
• Avatars for Martial Arts (Star Trek2) with good
  LDs
• Capture and reuse good designs
• Capture spontaneous actions
• Designs should support advancement in a sensible
  way.
• Zoomable graphical representations of LD (course,
  module, topic, etc.)
• Understand Teaching design over learning design
• Learning design in the hands of learner like
  PLE
• Learn stuff or get the certificate
• Assessment as driver
• Professional skills as driver learning for
  life, skills, social
• Tool for communicating good practice
• Press button and get a report for QAA
• LD to map the curriculum, learning outcomes,
  assessment, activities, QAA
• Attractive and easy to use faculties want to do
  it
• Universities can track and audit everything
  everyone does
• Move stuff around academic plagiarism
• Decide your own content in activity

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Deductive Learning Activity Framework

• Context medical school hotel mgt - both PBL
• Developed generic model deductively and
  holistically
• Immersive/responsive/adaptive
• Formative summative feedback and assessment
• Role-based
• Service-based

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Curriculum mapper

• Ensure consistency
• Changes map through
• Consistent but is it right?
• Eg in action

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Flexibility At Run Time

• Problem current LD tools dont allow
  adaptability available during a live session
• LD tools should allow us to deal with the
  unforeseen as it happens
• Solution tools/services which provide the
  ability to adapt the design
• Eg in action

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Staff development Mediating LD
Contextualised
Abstract
Intermediate Descriptions
Learning Design
Embedded Practice

• Narratives
• Case studies
• Peer dialogue
• Expert guidance
• Knowledge building
• Networked communication
• Lesson plan
• Tips and tricks
• Answer gardens
• FAQs
• Schema
• Toolkits
• Models
• Patterns

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LADIE Problem Space
teachers
students
Pedagogy Layer
activity
activity
Process Layer
educational technologists
tool
tool
tool
tool
Systemdevelopers
Services Layer
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Definitions and scope LD RM

• What kind of reference model are we talking
  about?
• LD or ld?
• Gap between theory and practice - abstract and
  concrete
• New area - difficult to elicit information from
  different communities
• Teachers not sure what is possible so hard to
  describe potential services to developers
• Reference model needs to be iterative process,
  looking at small parts - not whole process
• Building up the jigsaw
• Need clarity of definition of ref. models - are
  we describing theory or practice? JISC needs to
  be clear on this.
• LD has introduced a paradigm shift - different
  way of looking at the world - needs time for
  acceptance
• Limitations of underlying model has impact on
  reference models being developed
• Fuzziness of learning design - need more clarity
  of scope
• Levels of granularity - from LO to organisational
  issues
• Staff development - organisational development

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Different meanings of reference models

• 1 Abstract functional analysis of the problem
  space - this is what we think the world should
  be like
• 2 Concrete reference model to elaborate the
  implications of what is already here
• And there are many more . . .

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Bridge over troubled water
Learning Design is

• Pedagogy AND technology
• Crosses other areas
• Can drive understanding
• Reference model terminology MAY help
• Progress is being made