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Overview and Formative Evaluation of the Design for Learning Programme

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To assist practitioners with gaining confidence and skills in ... Friedrich Schiller (1759 1805) Making it your own. Polarity. Enhancement. Specification ... – PowerPoint PPT presentation

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Title: Overview and Formative Evaluation of the Design for Learning Programme


1
Overview and Formative Evaluation of the Design
for Learning Programme
  • Veronica Adamson
  • Jane Plenderleith
  • Glenaffric Ltd

2
E-Learning Programme Aims
  • To help improve the quality of e-learning in the
    UK
  • To assist practitioners with gaining confidence
    and skills in managing and facilitating
    e-learning in different contexts and with
    different pedagogic approaches
  • To provide a technical infrastructure that
    supports flexibility, diversity and extendibility
  • To provide easy access to high quality, flexible
    learning materials
  • To ensure that effective and responsive
    e-learning policies, systems and structures are
    in place at local, regional and national level
  • To identify effective approaches to e-learning
    practice
  • To create examples of effective practice in
    learning, teaching, and supporting technology

3
Key Strands
  • Technical Framework and Tools strand Series of
    tools, toolkits and reference model projects with
    a Learning Design theme the projects aim to
    support the specification and sequencing of
    learning activities within a web services
    environment
  • Pedagogy strand Series of research and review
    projects focusing on design for learning the
    projects aim to identify and better support
    effective practice in the design, orchestration
    and delivery of learning activities in UK post-16
    learning

4
Design for Learning Programme
  • The vision for the programme is to bring these
    two strands together, ensuring that the
    conceptual and practical implementation of
    design for learning is informed by what is
    known about effective pedagogic practice

5
D4L Programme Aims
  • Ensure the process of designing, planning and
    orchestrating learning activities (design for
    learning) in UK post-16 and higher education is
    based on sound pedagogic principles, is
    evidence-based and learner-centred
  • Promote the development and implementation of
    tools and technical standards to support the
    process of design for learning
  • Promote the sharing of expertise in design for
    learning, for example through sharing and re-use
    of effective pedagogic learning designs, use
    models or exemplars
  • Support the establishment of communities,
    services and resources to promote and sustain
    effective practice in design for learning

6
Evaluation Objectives
  • Develop an evaluation framework
  • Collate and synthesise issues arising across the
    Design for Learning Programme
  • conceptual difficulties
  • cultural factors
  • user requirements for new learning design tools
  • Identify areas of successful innovation or
    emerging good practice
  • Assess the progress of the projects towards
    realising the overall aim of the Design for
    Learning Programme
  • Make recommendations on sustainability and
    continuation of the programme

7
Evaluation Model
8
(No Transcript)
9
Evaluation Framework
  • Programme overview and context
  • Purpose of evaluation
  • Evaluation objectives
  • Methodology
  • Key informants and other stakeholders
  • Project directors, managers and staff
  • JISC Pedagogy Steering Group
  • JISC Pedagogy Experts Group
  • Other sector agencies and organisations (eg HE
    Academy, QAAHE, UK HE and FE Funding Councils,
    Becta, NILTA, ALT)
  • Evaluation plan

10
Modified Logframe
11
Evaluation approaches
  • Review project documentation (eg bid document,
    project plan and all reports)
  • Provide web-based mechanism for critical
    reflection
  • Conduct telephone support meetings
  • Support project evaluation planning
  • Visit projects

12
(No Transcript)
13
GEM
Glenaffric Evaluation Muddle
  • Evaluation Support site hosted in Moodle
  • Project Incident Questionnaire (PIQ)
  • Use every fortnight
  • Potential for other evaluation supports through
    forums, wikis, etc
  • Need to create a user account and enrol in D4L
    Programme Course with enrolment key

14
History of the Future Exercise
  • Logic Models - tool to describe the effectiveness
    of a project or programme
  • Logic Maps - simplified version for articulating
    implicit theories of change
  • Distinction between outputs and outcomes
  • Surfacing assumptions allows the project or
    programme teams to identify differences and reach
    a consensus

15
History of the Future Exercise
  • Imagine that the D4L Programme is completed and
    that it has succeeded in all of its goals
  • You are being interviewed tomorrow on a local
    radio show to talk about the programme
  • In order to avoid fluffing your words on live
    radio the questions have been sent to you in
    advance so that you can jot down the main points
    you want to make

16
What to do
  • Make a note of
  • What the D4L Programme actually did
  • Whos going to benefit from this
  • Why is it important
  • How did you help to make the programme a success
  • You have 10 minutes

17
Philosophical background
  • Johann Wolfgang von Goethe (1749 1832)
  • Friedrich Schiller (1759 1805)
  • Making it your own
  • Polarity
  • Enhancement
  • Specification
  • Education
  • Return enhanced

18
Binary Synthesis
PEDAGOGY TECHNOLOGY
TECHNOLOGY
PEDAGOGY
pedagogy
technology
19
Polarities
  • Vocational training
  • Skills
  • Practice
  • Liberal
  • State
  • Pedagogy
  • Learning experience
  • Silos
  • Academic study
  • Knowledge
  • Theory
  • Accreditation
  • Individual
  • Technology
  • Systems capability
  • Interoperability

20
Polarities 2
  • Top-down
  • Course-level
  • Subject specialists
  • Re-use
  • Design for learning
  • Pedagogy
  • Bottom-up
  • Lesson plans
  • Learning technologists
  • Re-purposing
  • Learning Design
  • Technology
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