eLIDA CAMEL Symposium

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ALT-C 2007 Beyond Control Nottingham 4-6
September 2007

• eLIDA CAMEL Symposium
• Does a collaborative approach
• to designing for learning
• ensure effective practice?
• by Jill Jameson, Simon Walker, Malcolm Ryan,
  Lorna Burns, Peter Dickson, Jacquie Kelly, Mark
  Stiles, Rhonda Riachi, Seb Schmoller.

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Symposium programme

• Introduction and presentation (30 mins approx)
• Q A (5 mins)
• Group work/posters (MR) (15 mins)
• Group feedback (MR) 15 mins
• Questions and discussion SW 20 mins
• Chair's round up (JJ) 5 mins

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Whats eLIDA CAMEL?

• Collaborative approach to
• trialling design for learning sequences in LAMS,
  Moodle and RELOAD 2006-07
• practitioner work and visits
• ALT, JISC infoNet, CAMEL partners

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effective practice is complex, situated,
specific no theory can fully describe it we
know more than we can tell (Polanyi) social
process of learning (Vygoksy, Wenger) thick/fat
case studies (Glenaffric) legitimate peripheral
participation
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Design for Learning
benefits of critical friends learning
from each other while developing new skills
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• Team opportunities
• being supported by mentors
• in a nomadic programme
• visits to support each other
• and critique D4L practice
• outcomes case studies, evaluation

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• Using LAMS with ESOL Students at Barnet College
• Lorna Burns

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Case Study

• Topics grammar/punctuation - blended
  environment
• 34 students from three ESOL E2/3 classes
• 10 Male 23 Female (1 no response)
• Age range 17 to 70
• From various countries, cultures and educational
  backgrounds.

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ESOL adult students using LAMS
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The Student Experience
I would like to use LAMS again. This is a very
interesting program which is very helpful so I
can improve my English. I found lots of
interesting exercises. I had a good time using
LAMS and I hope I will use this program in the
future.
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Other Students Comments

• I found it easy, easier than other grammar. I
  dont know but it was very fantastic very good
  grammar. I did it very good and I like to do
  more like this.
• Well er I think if we use LAMS the rest of the
  time we have for to finish the year it would be
  good
• Yeah, I would really like to use LAMS again. I
  hope were going to carry on by using this LAMS.

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The Student Experience - Survey Results

• 33 students enjoyed using LAMS
• 26 students enjoyed using LAMS more than the
  usual way
• 23 found it easy using LAMS
• 32 want to use LAMS again

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The Practitioners Experience pedagogical
issues

• All the resources are in one place.
• Enhances the range of materials that can be
  incorporated into a lesson.
• Fosters independent learning.
• Allows students to work at their own pace.
• Encourages collaborative activities.
• Motivates students.

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The Practitioners Experience general points

• They enjoyed using LAMS.
• The learning outcomes were mostly achieved.
• LAMS can be used to teach or consolidate grammar
  and punctuation in a blended environment.
• They want to use it again.

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Final Thoughts

• It gets quicker and easier to design sequences.
• LAMS is fit for purpose.
• Practitioner Comment
• Do it its worth the time and effort, not
  least in terms of personal satisfaction!

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ALT-C 2007 Beyond Control Nottingham 4-6
September 2007

• eLIDA CAMEL Symposium
• Does a collaborative approach to designing for
  learning ensure effective practice?
• The Dartford Grammar School experience
• a reflective account (Dr Michalea Kingham)

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Visit 2
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Never mind the teaching feel the
design!Results from one questionnaire(19
respondents)
79
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Liked
Didnt like

• Technology that didnt work (wikis)
• Difficulties navigating backwards in LAMS
• The length of the LAMS sequence

• any time any place
• Having time to reflect
• Organisation of notes
• Sharing and comparing ideas
• Interactive tasks
• Developing and testing ideas

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Students voices
it helped me to organise my notes and allowed me
to be aware of the structure of the book
You can develop your own ideas and test them
against others and the teacher
I like this because I dont like to be vocal
in class and this helps me to get my own ideas
down.
You can complete the tasks at any time if you
miss a lesson.
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Final thoughts of teacher

• most of the students comments emphasised the
  need to blend online activities with classroom
  activities and ensure that there is variety.
• allows all learners to participate
• generally positive about both systems and
  recognised that they were being used in different
  ways
• need to further master the technology

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Loughborough College
Mentors
How
Why
Slide 1 of 32
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Mentees
FE
Commercial
HE
Staff Development
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Mentoring
Face to Face v Distance
Start Finish
Group v Individual
Peer
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The Critical Friend

• A critical friend can be defined as a trusted
  person who asks provocative questions, provides
  data to be examined through another lens, and
  offers critiques of a persons work as a friend.
  A critical friend takes time to fully understand
  the context of the work presented and the
  outcomes that the person or group is working
  toward. The friend is an advocate for the
  success of that work.
• (Costa and Kallick, 1993)

Mark Stiles
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Points I raised

• Its good, but WHY? The wood and the trees
• Camel vs LD
• Impact of Learning vs Teaching
• LD vs the Technology
• New vs Familiar
• Systems vs Tools vs Content
• What will you pass on to others?

Mark Stiles
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Workshops issues to discuss

• Within the context of your institution, how might
  you use mentoring to develop learning designs?
• What tools could/do you use that support sharing,
  repurposing and reusability?
• How can we critique learning designs?
• What theories help us develop learning designs?

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• Community of practice in design for learning
• JISC D4L JISC infoNet CAMEL
• www.jiscinfonet.ac.uk/camel/index_html
• JISC-funded eLISA Project
• www.gre.ac.uk/elisa

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Thank you!

• JISC eLIDA CAMEL Project
• Design for Learning Programme
• www.gre.ac.uk/elidacamel