Title: Learning design as a foundation for the future success of e-learning
12007 European LAMS Conference University of
Greenwich 5 July 2007
Learning design as a foundation for the future
success of e-learning Diana Laurillard
2- Outline
- Optimal use of technology depends critically on
changing the human and organisational factors
involved - note the drivers and enablers we have to address
- How might we accelerate the progress of learning
afforded by technology? - The education system has to act like a learning
system - at every level - Transforming teaching means enabling teachers to
engage in CSCL and create open teaching - Design for Learning - a long-term programme
3Requirements of Higher Education
4DfES 5-year strategy, 2005
HE ambitions for learning and teaching
Expansion but no compromise on quality Inclusive
and flexible teaching and learning
Expansion but no compromise on quality Inclusive
and flexible teaching and learning
DfES HE strategy, 2003
- Access to a world class higher education system
for all - those with the potential to benefit
- High quality teaching, more personalisation of
learning.
Access to a world class higher education system
for all those with the potential to benefit High
quality teaching, more personalisation of
learning.
Enhancing excellence in learning and
teaching Widening participation and fair
access Enhancing the contribution of HE to
economy and society Sustaining a high quality HE
sector
Enhancing excellence in learning and
teaching Widening participation and fair
access Enhancing the contribution of HE to
economy and society Sustaining a high quality HE
sector
HEFCE strategy, 2006
5Challenging ambitions - How does TEL help?
Personalisation Flexibility Inclusion Quality Expa
nsion
Information, choice of topic method,
adaptivity Choice of place, time, pace Via
personalisation and flexibility As an aspect of
personalisation, collaboration Via greater
productivity in the system? - innovation
TEL as a foundation for the future success of HE?
6What does it take to innovate in teaching? What
are the human and organisational factors
involved? What are the drivers and enablers
already forming the context in which innovation
in TEL has to operate?
7What does it take to innovate in teaching?
Drivers
things you cant ignore
- Strategic plans
- Funding imperatives
- Learner needs
- Stakeholder demands
- Career opportunities
- Curriculum requirements
- Assessment requirements
- Quality standards
Teachers Leaders
We have to recognise that all these drive the
work of teachers
8What does it take to innovate in teaching?
Enablers
things you cant do without
- Training and development
- Information guidance
- Shareable resources
- Online communities
- Learning design toolkits
- Economic modelling
- RD on pedagogies
- ICT systems and services
- Rights and IPR advice
Teachers Leaders
Teachers need all these types of support for
innovation
9How might we accelerate the progress of
e-learning? Can the education system act like
a learning system?
10What does it take to learn (formal learning)?
We could look at the learning process as a series
of encounters between learner, teacher, and other
learners.
The discursive level
Teacher/Lecturer
Learner
Other learner(s)
11What does it take to learn (formal learning)?
We also need to represent the activities a
learner undertakes when learning - such as
practising, experimenting, investigating,
discussing, reflecting, making, commenting,
debating
The experiential level
Teacher/Lecturer
Learner
Other learner(s)
12What does it take to learn (formal learning)?
So we could see these two aspects of the learning
process in terms of a class presentation, or
lecture, on the one hand
Discursive level
and a field trip, or practice exercise on the
other
Experiential level
13What does it take to learn (formal learning)?
Discursive level
Concepts Answers
Ideas Comments
Teacher/Lecturer
Learner
Other learner(s)
Adapt the Task practice environment
Adapt actions
Adapt actions
Task goal Feedback
Action ideas
Teacher/Lecturer
Learner
Other learner(s)
Actions Revisions
Action ideas
Experiential level
14What does it take to learn (formal learning)?
- the Conversational Framework for supporting the
learning process
Concepts Answers
Ideas Comments
Teacher/Lecturer
Learner
Other learner(s)
Adapt the Task practice environment
Reflect
Reflect
Reflect
Adapt actions
Adapt actions
Task goal Feedback
Action ideas
Teacher/Lecturer
Learner
Other learner(s)
Actions Revisions
Action ideas
And for informal learning?
15What does it take to learn (informal learning)?
- the Conversational Framework for supporting the
learning process
Concepts Answers
Ideas Comments
Teacher/Lecturer
Learner
Other learner(s)
Adapt the Task practice environment
Reflect
Reflect
Reflect
Adapt actions
Adapt actions
Task goal Feedback
Action ideas
Teacher/Lecturer
The Real World
Learner
Other learner(s)
Actions Revisions
Action ideas
The learning experience for informal learning
16What does it take to learn how to teach?
Ideas Comments
Teacher
Learner
Other Teacher(s)
Other learner(s)
Reflect
Reflect
Adapt actions
Adapt actions
Task goal Feedback
Action ideas
Learners
Teacher/Lecturer
The Real World
Teacher
Learner
Other Teacher(s)
Other learner(s)
Actions Revisions
Action ideas
The education system acting as a learning system
17What does it take to learn how to teach?
- interpreting the Conversational Framework for
supporting the collaborative learning process
Ideas, Comments
Ts expertise, understanding
Ts expertise, understanding
Ideas, Comments
Adapt actions
Adapt actions
Reflect
Reflect
Learner needs
Plans, Learning designs
Learner actions
Learners
Ts practice
Ts practice
Plans, Learning designs
Teaching
Improved teaching
Could it be a Computer-Supported Collaborative
Learning process?
18Transforming teaching means enabling teachers to
engage in CSCL about innovation and the use of
e-learning Who else should do this but the
teaching community? How do we best support
teachers in discovering how to do learning design?
19The JISC Design for Learning Programme How
do we best support teachers in discovering how to
do learning design?
20Aims of the D4L Programme
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 and
Support the establishment of communities,
services and resources to promote and sustain
effective practice in design for learning.
21Structure of the D4L Programme
Models of practice
Pedagogy Planner (Oxford)
Pedagogy Planner (London)
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Support projects
22Structure of the D4L Programme
Models of practice
Pedagogy Planner (Oxford)
Pedagogy Planner (London)
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Support projects
23Structure of the D4L Programme
Models of practice
Pedagogy Planner
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Learning design implementations
Support projects
24Linking the Pedagogy Planners
Learning design
25Learning design structures 3 forms of output
text
text
A shareable Learning Design
equals
text
text
text
26Learning design structures 3 forms of output
text
text
A shareable Learning Design
equals
text
text
text
text
plus
text
A shareable generic format
Shareable learning objects
27Learning design structures 3 forms of output
A shareable Learning Design
A shareable learning object
text
plus
text
A shareable generic format
Shareable learning objects
28Learning design as the foundation for the future
success of e-learning
The learning design programme will enable the
teaching community to practice open teaching
Exchanging learning designs Adapting learning
designs Testing learning designs
Collaborating in the discovery of how to do
learning design and how to incorporate
e-learning We are developing the enablers what
about the drivers??