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Learning design:Designing andstoryboarding e-learning

Allison LittlejohnSenior LecturerUniversity of StrathclydeGlasgow

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Task based learning requires activities withassociated content resources

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Can easilyupdate or scaleup courses

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Can easilyupdate or scaleup courses

Design courses insmall chunks: units oflearning comprisingcontent and activities

Reuse the componentparts.

Repurpose existingmaterials

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Can easilyupdate or scaleup courses

Content notes, articles,images, animations,simulations…

Activities Q&A quiz,essay writing, workingcollaboratively ondocuments, whiteboards

Repurpose existingcontent and activities.

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Learning Designalso considersroles andenvironment.

Content notes, articles,images, animations,simulations…

Activities Q&A quiz,essay writing, workingcollaboratively ondocuments, whiteboards

Repurpose existingcontent and activities.

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Content notes, articles,images, animations,simulations…

Activities Q&A quiz,essay writing, workingcollaboratively ondocuments, whiteboards

Environmentdiscussion forum,whiteboard, etc

Roles moderator,reporter, groupleader, etc

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Advantages of current VLEs• Easy to publish learning materials;• Supports asynchronous learning (flexible in time & space)• Shared workspaces for teachers and learners;• Development of communities;• Can help develop more flexible assessment;• Improved access to learning resources;• Potential reusability of materials;• Lecturers can communicate ideas about teaching;• Media rich environment;• The potential for interactivity;• Course management, student tracking etc.• Can support distance learning;• Can offer a “one stop shop” with integrated information and supportfor learners (and for teachers!);• Offers the ability to develop reflective practice (eg learners canreview course materials and teachers can share ideas on practice).

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ng What is your ideal learning environment?Problems with current VLEs:• New developments from industry tend to focus on administrativefeatures rather than pedagogy. This is because the admin featurescurrently sell the VLEs.• VLEs have are based on relatively “fixed” educational models;• This (amongst other things) has led to slow embedding ofpedagogical innovations;• No ability to transport courses across VLEs;• No ability to have “document-centric” discussion;• Not always technically reliable;• Environment frequently too complex for learners and teachers.•Content management poor;• Current VLEs inflexible – do not easily support problem basedlearning;• Currently a great deal of focus on e-teaching, rather than e-learning;• VLEs not simple for lecturers to use – therefore there is focus onthe technology, rather than on learners;• Copyright issues;

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How would you improve VLEs to supportstudents learning at a distance?Group A focussed on connectivity• Better connectivity in order that students can download updateddiscussion forum information etc.while offline• Better transportation of resources and multiple environments toaccess these (eg mobile devices, PDAs etc)

Group B• Link in digital repositories;•Allow better development of communities (ie students can develop andset up their own communities);• Develop “wizards” to support better course authoring;• Implement more adaptive personalisation;• Increase flexibility!

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How would you improve VLEs to supportstudents learning on campus?

Group C focused on supporting academics in course design:•Develop better authoring tools/design wizards.

•This would aim to give learners and teachers more information aboutthe learning design process (course structure, design and authoring).

•Use collaborative discussion tools more effectively. These should bemore flexible and could present the ideas generated during discussionin multiple ways (eg as mind maps).

• Better individualised instruction – more adaptivity, personalisation andadvice.

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How would you improve VLEs to supportstudents learning on campus?.

Group D asserted that greater value should be given to the F2Fexperience

• develop VLEs that allow academics to create more complex learningenvironments relatively easily;• enable students to have more control (eg students should be able toset up their own groups, discussion forums etc)• students can develop and share materials (not just teachers).

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What would an ideal VLE look like?

• Focus on course design: More flexibility for learners and teachers• Many of the current issues deal with the use of VLEs – not simplysoftware issues• Need good “players” which will enable:

• the development of student activities,• support for these activities (by bringing in discussion tools, etc),• easy content management and content sequencing,• teacher access to learner information,• students access to personal information (eg their transcript);• better learner centred education!!•…. See Bill Olivier’s presentation

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Plan courses as:

� a series of learning activities;� with defined roles for students and tutors;� within an online learning environment;� through which resources can be accessed.

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Integrate activities in real and virtualenvironments:

� for each learning activity;� decide if interaction is best online, face-to-face or a mixture of the two;� outline methods of interaction (onlinediscussions, groupwork etc).� list what tutors and students will do (eachrole)

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Storyboard outlines:

� the objective of each activity (link toassessment);� methods of interaction� resources (texts, simulations etc) studentswill require in order to carry out this activity;� how feedback will be offered, from tutors,peers or through formative assessment.

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Advantages of storyboards:

�can be reused (resources or activities can be easilysubstituted)

�support students with special needs (substituteresources in specific formats)

�each storyboard is a learning scenario which istransferable from one learning situation to another

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Reusing online resources:

�content

�activities

�design