Exploring Learning Design using SLeD

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Exploring Learning Design using SLeD

• Patrick McAndrew, Rob Nadolski, Diane Evans, Wim
  van der Vegt Alex Little
• Open University UK and Open University NL

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Sessions

• Future Technology
• SLeD Demonstration site
• Feedback
• Hands-on 1 quizzes
• Feedback and discussion
• Hands-on 2 collaboration and personalisation
• Feedback
• Future aspects Moodle and Servers

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Future Technology
Vavoula, Sharples, Rudman (2002).
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Stages in requirements
Vavoula, Sharples, Rudman (2002).
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Learning design demonstrator and player

• Objectives it can do
• Graphical view of LD then setup delivery
• Templates LFeel build for you.
• Collaboratively develop design negotiate
  features.
• Differnet views expose to different parts.
  Hiding from user.
• Critique of my LD you dont want do it like
  that! Link to search etc.
• Print player anybody can understand A4
  activities
• Representations plural
• Search for useful resources Amazon like
  repository.
• Software that does not crash.
• Appreciation by users

• More or less any session service that is
  available into LD.
• Drag students in from records eportfolios
  group manage them write back print
  certificates get them a job retire LLL
• Start from nothing to see information and
  structure.
• Step through graphical player.
• Not just create convince.
• Easier to change when running
• Reusable components save and then split to dig
  down.
• Shielded from the Specs QTI, SCORM, ePortfolio.
  Integrated. Create or link through.

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What is the solution?

• In groups design your prototype Learning design
  support system
• E.g.
• Write/draw features on Post-its
• Collect on flip-chart paper
• Link-up to show how it might work

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How does the solution work?

• Exchange your solutions
• How does it work?
• What is a clever feature?
• Who does it work for?
• When would someone use it?
• Talk through the system/scenario

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Technology we have

• Future Technology
• SLeD Demonstration site
• Feedback
• Hands-on 1 quizzes
• Feedback and discussion
• Hands-on 2/3 collaboration and personalisation
• Feedback
• Future aspects

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The role of the player
Design
Play
Author
Tools
Resources
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SLeD Service-based Learning Design system

• Overall aim to support and investigate the
  transfer and representation of learning using IMS
  Learning Design
• Validation of designs
• Generating variations in design
• Representing generic ways to use tools
• Modular architecture
• Demonstrate how the player can support existing
  designs
• Produce a method for integrating tools tested on
  QTI, forum service and ePortfolio

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Demonstrator site

• Initial aims
• Lower barrier of installation
• Remove need for command line interaction
• Allow exploration of collaboration and roles
• Build on UNFOLD success
• Provide information about units
• Communicate with Moodle
• Site established
• http//sled.open.ac.uk/

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Hands-on 1 Supporting users

• Explore the http//sled.open.ac.uk site looking
  at the areas it offers.
• What is missing?
• What needs extending?
• Which users does it work best for?
• Use post-its to record Problems, Good things,
  Learning design issues, Ideas, Changes
• Questionnaire for now and later

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Demonstrator design
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Issues in Demonstrating

• Difficult choices
• How to handle different user/different roles?
• User interface changes in UoLs or in player?
• Overall design for the Player?
• What are the features of Units of Learning?
• How best to work with Moodle?

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SLeD Player
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Quizzes in Learning Design

• Work in groups (2/3) around active machines
• Login to demo http//sled.open.ac.uk/sled2/
• Select the Geo-Quiz course and login
• Work through the quiz and try to identify the
  flow structure of the learning design.
• Repeat with GeoQuiz 2
• Use post-its to record problems, good things,
  issues with their design, ideas

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Login
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Choose UoL
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Enter the UoL
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Quizzes (2) Discussion 1

• Can we live with the Limitations of the
  designs?
• What are the limitations?
• What would we like to see?
• 10 mins
• Collect and collate post-it responses

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Developments in Quiz building

• Quiz options
• QTI Quizzes
• QuoBuilder 2

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Getting more out of UoLs

• Looking at the structures
• Running through units
• Player issues

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Learning Design

• Two aspects
• learning design (lower case)
• Recognition that when you produce an (online)
  course or activity the overall design can be
  independent of the materials
• Learning Design (upper case)
• A specification supported by IMS for how to
  represent units of learning using XML

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Player issues

• Transparency
• Usability
• Performance
• Robustness
• Features
• Integration

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Collaboration and learning design

• UoLs can offer opportunities for interaction
  between a group of student/learners and between
  teacher and learner..
• Login to demo as before
• Select the course CLFriday and login
• Your role is that of a student. We would like you
  to participate in Activity 1.1 the discussion
  forum.
• What is Greatness has the roles of tutor and
  learner. There is the opportunity to switch roles
  in the course.
• Explore the options available in the two roles
  you can select which student to monitor from
  list.
• Use post-its to record problems, good things,
  issues with design, ideas
• 15 mins

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Personalisation in Learning Design

• Listening to jazz is a complex learning design.
• It offers the learner a chance to evaluate their
  previous knowledge and their study approach
  before they start.
• The learner can then opt for either a historic or
  thematic approach to the study with the option to
  switch part way through the course
• Explore the options available to you.
• Use post-its to record problems, good things,
  issues with design, ideas
• 15 mins

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Discussion

• Enabling collaboration and personalisation is
  essential for the use of learning design in
  distance learning courses
• What are the limitations?
• What would we like to see?
• 10 mins
• Collect and collate post-it responses

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Potential Users

• HE Lecturer
• LD workshop leader
• LD creator
• LD Promoter
• Course manager
• Independent Learner

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Questionnaire

• What sort of user are you?
• How did the UoLs work for you?
• What is your view of the system?

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Moodle and LD
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LD and Moodle
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Moodle issues

• A lot of interest!
• Source of running systems and tools
• Or a framework for LD
• Or course structure
• Or All of them.

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SLeD installation
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Future of Learning Design

• Discussion
• How critical are player systems?
• Separated systems v integrated systems?
• The specification or inspiration?
• Support for current activities v new activities?
• Key features for you?

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Final points

• Feedback
• Questionnaires
• Thank you