Are we ready for mass adoption of Learning Design James Dalziel Professor of Learning Technology and - PowerPoint PPT Presentation

Loading...

PPT – Are we ready for mass adoption of Learning Design James Dalziel Professor of Learning Technology and PowerPoint presentation | free to download - id: a4310-Y2I5O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Are we ready for mass adoption of Learning Design James Dalziel Professor of Learning Technology and

Description:

Keynote Presentation for the 2008 European LAMS Conference, Cadiz, Spain, ... Held in Florence, Italy. Photo by Asiir 17:00, 13 February 2007, Wikipedia.org ... – PowerPoint PPT presentation

Number of Views:178
Avg rating:3.0/5.0
Slides: 24
Provided by: JDal5
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Are we ready for mass adoption of Learning Design James Dalziel Professor of Learning Technology and


1
Are we ready for mass adoption of Learning
Design?James DalzielProfessor of Learning
Technology and Director, Macquarie E-Learning
Centre Of Excellence (MELCOE)Macquarie
University james_at_melcoe.mq.edu.auwww.melcoe.mq.e
du.auKeynote Presentation for the 2008
European LAMS Conference, Cadiz, Spain, 26th
June, 2008
2
Overview
  • A Vision for Educators of the Future
  • What is Learning Design?
  • Challenges to overcome
  • Challenges that remain
  • Some personal reflections

3
A Vision for Educators of the Future
  • Educators agree how to describe sequences of
    educational activities (ie, lesson plans)
  • Educators create digital lesson plans that make
    it easy to run educational activities on
    computers
  • Educators share good teaching ideas (digital
    lesson plans) with their colleagues
  • Educators are free to adapt, localise and improve
    good teaching ideas from others
  • By collectively sharing and improving good
    teaching ideas, educators could revolutionise
    education

4
What is Learning Design?
  • Learning Design (LD) has several different
    meanings
  • A descriptive framework
  • A type of e-learning software
  • An approach to supporting effective pedagogy

5
What is Learning Design?
  • Learning Design as a descriptive
    framework/language/notation system
  • Technical examples (IMS LD, LAMS XML, LDL, etc)
  • General examples (structured lesson plans,
    patterns, etc)
  • Key concept able to represent many different
    pedagogical approaches (pedagogical neutrality)
  • Greatest potential, but hardest to understand

6
Date of manuscript unknown. Held in Florence,
Italy. Photo by Asiir 1700, 13 February 2007,
Wikipedia.org
First page of the manuscript of Bach's lute suite
in G Minor. Wikipedia.org
7
What is Learning Design?
  • Learning Design as e-learning software
  • Arose from limitations with existing e-learning
    software, especially Course Management Systems
    (CMS)
  • Focus on collaborative learning activities
  • The missing dimension of SCORM/courseware
  • Key concept sequencing of activities
  • Learning Design systems are radically different
    to Course Management Systems under the hood
  • Workflow engine vs groups-based website
    management

8
What is Learning Design?
  • Learning Design as an approach to supporting
    effective pedagogy
  • Describing and sharing good ideas for teaching
    and learning
  • Helping educators to consider new approaches to
    improving student learning (ie, taking some
    risks!)
  • Giving advice to educators on appropriate course
    design, tool choice and activity structures to
    meet student learning needs
  • Key concept Not focused on pedagogical
    neutrality
  • Supporting educators with effective approaches to
    teaching

9
Educators
Sharing Effective Learning Designs
Learning Design Software
Learning Design Descriptive Framework
10
Challenges overcome
  • Learning Design Descriptive Framework
  • Technical
  • EML, IMS LD, LAMS XML, LDL, etc give us real
    examples of a technical framework
  • New work on mapping and underlying
    concepts/ontology
  • General descriptive
  • Structured lesson plans, AUTC Learning Design
    graphics, educational patterns, etc give us
    non-technical examples
  • Early work on combined face-to-face technology
    descriptions (eg, LAMS offline activities
    information field)

11
Challenges overcome
  • Learning Design software
  • Far more difficult than anyone imagined, but
  • Real examples in LAMS, Coppercore/ReLoad, etc
  • Eg, LAMS Community has 3200 members, 86
    countries, 280 sequences, 7300 downloads, 3600
    forum postings
  • LAMS integrations with Course Management Systems
    (eg, Moodle, Blackboard, WebCT, Sakai, .LRN,
    Microsoft Sharepoint)
  • LAMS Tools Contract provides a framework for
    LD aware tools
  • V2.1 branching, optional sequences, new grouping
    more flexible
  • Some LAMS features that matter for LD adoption
  • Preview Allows for iterative LD authoring by
    non-technical educators
  • Automatic tool instantiation Allows sequences to
    run immediately
  • Progress bar Loads next activity for students,
    so they dont get lost

12
LAMS 2.1 Example of Branching (Interactive
Whiteboards Role play)
13
Challenges overcome
  • Sharing Effective Learning Designs, eg
  • LAMS Community repository and discussion
  • AUTC Learning Designs website exemplars, etc
  • Lessons from LAMS Community experiencesDirect
    re-use vs inspiration
  • The affordances of Learning Design systems
    havefostered more activity-centric learning (vs
    content-centric)

14
Challenges that remain
  • Learning Design Descriptive Framework
  • Technical
  • Still early days much more work to be done
  • Tool setup/invocation
  • Global properties vs tool properties
  • Easy interoperability across different LD systems
  • Descriptive
  • If you only have 1 or 2 pages, what is essential
    to convey to another teacher? (cf music notation)

15
Challenges that remain
  • Learning Design software
  • A very long list of desirable features
  • Deep integration with Course Management System
    (ie, LD authoring and sequencing engine, but CMS
    tools)
  • Basic tool interoperability for sharing designs
    across systems
  • Looping and other non-linear structures
  • Including open game-like environments
  • Role-based LD-aware activity tools
  • Eg, handing moderation of a Chat to a student

16
Challenges that remain
  • Sharing Effective Learning Designs the big
    challenge
  • What mixture of learning platforms, activity
    tools, course and activity advice, learner needs
    identification, design sharing communities,
    design templates and/or ready-to-use sequences
    will crystallise mass adoption?
  • Or, is the problem elsewhere? (lack of teacher
    rewards for sharing and re-use too focused on
    teacher control of learning no clear evidence of
    educational benefits to justify teacher extra
    effort IP concerns about sharing other?)

17
LAMS Activity Planner
  • New project (finally funded!) to explore
    implementation of an Activity Planner for LAMS
  • Activity Planner components
  • A library of templates
  • A decision process to help educators select a
    template
  • Including advice
  • Easy content creation/editing for the chosen
    template
  • (And features to allow experts to create their
    own planners)

18
LAMS Activity Planner Selecting a template
19
LAMS Activity Planner Filling out the key
content for a selected template
20
Some personal reflections
  • We have enough LD technology, although there is
    much more worthwhile work that could be done
  • But radical ease of use remains critical
  • Creating an activity planner for busy educators
  • Where choices are driven by timing, computer
    access and collaboration constraints of the
    teaching context
  • Focus on small sequences that instantiate good
    ideas for small group (class/tutorial) teaching
    and learning

21
Some personal reflections
  • Would there be value in creating topic-specific
    activity planners?
  • Eg, a suite of sequences for the main topics of
    introductory psychology including easy editing
    to tweak content
  • (And full LAMS authoring is available if desired)
  • Where are the textbook publishers?
  • They represent existing re-use of educational
    content on a huge scale, but little work on
    prepared activities (vs content)
  • We dont need all publishers just one.

22
Some personal reflections
  • Some approaches assume educational designers can
    talk pedagogy to busy educators up front
  • My sense is that normally designers need to earn
    trust first
  • (Unless new course, major redesign or major
    problems)
  • One way to earn this trust is helping with a
    small, practical implementation of a new teaching
    idea
  • A wider pedagogy discussion comes after a small
    success

23
Are we ready for mass adoptionof Learning Design?
YesNoIf only
About PowerShow.com