1

Review

“Conducted a review of C&IT in learning and teaching and shown an understanding of the educational processes”

Review a type of learning technology in relation to the context. This will generate one or more specific solutions.

Assess possible solutions against the requirements (especially students, learning activities, and planned learning outcomes)

Select a solution (the start of design) Write a “statement of purpose”

2Review a learning technology area

Using workshop materials, online and library resources

In the light of the needs analysis E.g. Web discussion boards for tutorials

CMC for students on placementsComputer based assessment for large first

yearsCAA for improved feedbackWeb based resources to support laboratory

workWeb based virtual fieldtripsWeb based induction for staffOnline resource library catalogue

3

What technologies to consider?

Tools Worldware, discipline-specific, authoring

tools Presentation software, interactive whiteboard

Resources Multimedia, resource collections, course

webs, portals Tutorials Simulations, models

Computer Mediated Communication Email, chat, text conferencing, video, audio

4What technologies?Laurillard 2002

Narrativeprint, lecture, video …

InteractiveHypermedia, web resources, interactive TV …

Adaptivesimulations, tutorials, games …

CommunicativeCMC, conferencing…

Productivemicroworlds, modelling (authoring, worldware , programming)

5SWOT for one or more technologies

Learning technology:

e.g. web board

Good Bad

NowStrengths and how to use them

Weaknessesand how to

support them

Future

Opportunities

and how to exploit them

Threats and how to avoid them

6

Selection

“Selected C&IT appropriate to the learning situation”

“There is no simple prescriptive rule connecting the analysis of learning activities to the required medium” Laurillard 2002 p.197

Matching a mix of methods and technologies to the learning gap and the other requirements is creative and requires discipline teaching expertise.

7

Selecting

What technologies are there? (short list reviewed)

What matches the analysis? Especially TLAs

What is available? What is the best mix of media? What are the costs and constraints?

8

Needs analysis

1. Review the current course, if any2. Analyze the stakeholders especially

students3. Analyze the subject domain 4. Analyze the learning outcomes 5. Analyze the teaching/learning

activities6. Analyze the constraints and resources7. Analyze the evaluation methods

needed

9Matching technology to TLAsLaurillard 93, Conole & Oliver 98

TLA

Media

S Describes concept

S Reflects …

Lecture … *** ** ….

Hypertext - ** ….

…. …. …. ….

10Matching technology to TLAsLaurillard 2002 Table 10.4

Learning activities needed

Design features

Media type(N,I,A,C,P)

Attending Describes the narrative related to the goal

Narrative

Investigating, analysing

Offer student the means to select their own task goal

Interactive

…

13

… …

11

Development costs Development:delivery time data for

multimedia courseware minimum 100:1 development:delivery

hours for experienced developers, assuming about 90 screens or instructional points per hour of delivery

200-300:1 if graphics, more if sound/video Marshall et al. 1994 Conole and Oliver 1998 Table 1 Laurillard 2002 Tables 10.7, 10.8

12What determines the cost of developing courseware?

Marshall et al. 1994 course difficulty: number of learning

objectives, difficulty, existence of content least cost if knowledge learning objectives,

more if skill, most if attitudes interactivity: complexity of interface,

branching, feedback, question style; addition/complexity of graphics, animation, audio, video, simulations

development environment: production tools, ID used, team size, subject & MM experience,

subject matter expert: availability, their multimedia experience

13Preparatory work comparison chart (Conole and Oliver)

Media type

Example work

Hours from scratch

Hours if existing

Resources needed

Bulletin board

Set up forums and write activities

2-5 0 software

…

29

… … … …

14

Study hours to cost Print Video … total

Course aim 1

25 hrs 0 35

23 …..

5…..

5 20

Student time

60 hrs 5 100 hrs

Academic time

250 days 50 400 days

Support time

150 days 230 600 days

Total time 400 days 280 1000 days

15

Constraints Timetable Location dependent Groups needed Equipment Rooms

e.g. Conole and Oliver 1998 tables 4,5

16

A statement of purpose

System title The learning technology intervention

Meaning On the course … learning activities … will be supported by the learning technology …

Responsibilities

…… Evaluated by …

Exclusions ……

17

What CPD will I need?

“Identified their own professional development goals, directions or priorities”

What new abilities will I need? Technical skills? Project management? Educational expertise? Subject expertise?

18

(Later, in the design stage…)

“Planned for their initial and/or continuing professional development”

How will I gain that development? Tutor support Training Colleagues Study …

19

Issues -1 – variety of uses

Do we use a method for A new course from scratch Improving an existing course Supporting students or staff?

20

Issues -2 – life cycle

Life cycle issue: Do we try to keep analysis

separate from design Plan to evaluate design and review

analysis Look ahead to design during

analysis Integrate analysis and design

21

Issues -3 – pick and mix

Do we present an aggregate of published ideas on analysis and encourage pick and mix of what seems relevant

Or Provide a simplified, core account,

highlighting the issues?

22

Issues - 4 - scholarship

Do we provide a practical, prescriptive guide

Or Provide a scholarly account based

on the literature?

23

Issues – 5 Pedagogy

Should pedagogy theory (conceptual design, educational principles) figure more explicitly in analysis before “selection”?