Constructing High Quality Learning Environments using Learning Designs

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• Constructing High Quality Learning Environments
  using Learning Designs
• Sue Bennett

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University of Wollongong

• Medium-sized regional university (15,000
  students)
• Research strength in educational technology
• Centre for research in Interactive Learning
  Environments (RILE)
• Telecommunicationsand InformationTechnology
  ResearchInstitute (TITR)
• Smart Internet Technology Cooperative Research
  Centre (SIT-CRC)

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Began with learning objects
Form
Size/Granularity
non-digital digital
digital
small resources
large resources
Purpose
instruction inherent in LO
facilitates a learning objective
support learning
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Learning object rationale reuse

• Assumptions
• Teachers want to use (other peoples) learning
  objects

• Gap
• Little evidence for reuse
• Cultural and practical factors

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Learning object rationale reuse

• Assumptions
• Teachers want to use (other peoples) learning
  objects

• Gap
• Little evidence for reuse
• Cultural and practical factors

• Teachers will be able to find learning objects
  they want

• No single metadata standard for search/retrieval
• Range of applications of metadata

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Learning object rationale reuse

• Assumptions
• Teachers want to use (other peoples) learning
  objects

• Gap
• Little evidence for reuse
• Cultural and practical factors

• Teachers will be able to find learning objects
  they want

• No single metadata standard for search/retrieval
• Range of applications of metadata

• Teachers will know how to use learning objects

• Teachers need support but as yet there are few
  support tools available

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Project aims

• Develop a framework to guide the reuse of
  learning objects to create pedagogically sound
  online learning environments
• Create and investigate tools to support teachers
  design processes and decision-making
• Investigate standards that can support the tools
  and process

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Vision
Smart Learning Design Framework
Learning Object
Learning Object
Learning Designs
?
Learning Object
Learning Object
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Vision
Smart Learning Design Framework
Learning Object
Learning Object
Learning Designs
?
Learning Object
Learning Object
MPEG -21
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Vision
Smart Learning Design Framework
Learning Object
Learning Object
Learning Designs
?
Learning Object
Learning Object
MPEG -21
Unit of Study (multiple formats)
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Learning designs
Tasks
Supports
Resources
Learning Outcomes
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Learning Designs Project

• A way to describe the design of a learning
  experience (the pedagogy) with ICTs
• Facilitate communication amongst educators
  pedagogical patterns or design patterns
• Serve as model or template to guide good
  practice

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Representation

• Learning sequence as a representation of a
  learning design
• Designer identification of task, supports and
  resources
• Formalism as a visual representation of tasks/
  supports and resources

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The Learning Design Web Site

• www.learningdesigns.uow.edu.au

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Project outcomes Prototype tools
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Project outcomes Prototype tools
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Project outcomes Prototype tools
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Project outcomes Prototype tools
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Further investigations

• School teachers use of problem-based learning
  design (Webquest)
• University teachers use of problem-based
  learning design (Explore, Describe, Apply)
• Application profile for Australian higher
  education community
• Integration with learning management system
  (Janison Toolbox LMS)

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Conclusion

• Does not eliminate the need for academics to have
  an understanding of contemporary learning
  theories and their applications
• But provides teachers with a scaffold to help
  them design high quality learning environments
  without investment of excessive amounts of time
• Focus on helping teachers apply their
  professional and disciplinary knowledge

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• Contact
• Dr Sue Bennett
• Faculty of Education
• University of Wollongong
• sue_bennett_at_uow.edu.au