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Discovering and describing accessible and reusable learning designs (practice models) for higher education

By

Ron Oliver, Edith Cowan Universityr.oliver@ecu.edu.au

Allison Littlejohn, University of Dundeea.littlejohn@dundee.ac.uk

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Scenario 3

Scenario 4 identifying the problem

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Scenario 4 learning designs

lesson plans

intended forms of learner engagement

comprising tasks, resources, supports

reusable & sharable

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Scenario 4 current issues with learning designs

difficult to describe

difficult to decontextualise

often described at a macro level

no shared understanding among practitioners

integral to the successful use of LOs

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Scenario 4 Discussion: some LD examples?

• Do you have any examples of strong learning designs that you use in your teaching and learning?

• Could others could use these learning designs?

• Post a description of your LD to share with the participants in this discussion.

• What is needed to enable others to use your learning design to achieve the same outcomes?

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Scenario 4 current development and work

IMS LD specification

LAMS

JISC LADIE

DIALOG Plus

AUTC Project

etc

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Scenario 4 Example of a taxonomy: DialogPlus

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Extending reputation2. What sorts of resources will you share?Example of a learning design: LAMS

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Extending reputation2. What sorts of resources will you share?Example of a learning design: LAMS community

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Extending reputation2. What sorts of resources will you share?Example of a learning design: AUTC

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Extending reputation2. What sorts of resources will you share?Examples of a lesson plan: LDLite

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Scenario 4 progress to date

models and language to describe LDs

broad LD descriptions

sample LDs

few reusable and sharable LDs

LOs galore, no glue to bind them

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Scenario 4 strategies to progress aims

Building on the LADIE methodology

Top down – capture user needs by documenting learning activities

Bottom up – surveying services, specifications and standards, and potential for integration

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Scenario 4 people and practice models

Stakeholder group Representation

Practitioners lesson plans (eg AUTC)

Educational developers learning designs

(eg LAMS IMS)

Technical developers use cases

(eg LADIE)

Information specialists taxonomies

(eg DialogPlus).

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Scenario 3

Scenario 4 people and practice models

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Scenario 4 Discussion: what works for you?

• Choose which stakeholder group(s) you represent? Practitioners, Educational developers, Technical developers, Information specialists

• Identify representations that are meaningful to you. Why are they useful?

• Will current models provide a successful means to map the Practice Models we find?

• Is anything missing?