LEARNING DESIGNS: INNOVATIONS AND APPROACHES

LeRoy Hill, PhD

Director, Humanities & Education

Anguilla Community College

INNOVATIVE LEARNING

SEMINARSNOVEMBER 25 2014

Anguilla

WORKING DEFINITIONS

“the process of designing, planning and orchestrating

learning activities as part of a learning session or

programme” (JISC, 2006)

“ the process by which teachers – and others involved in the

support of learning - arrive at a plan or structure or

design for a learning situation” (Beetham and Sharpe,

2007)

“the different ways in which learning experiences can be

structured including the sequencing of activities and

interaction” (Oliver, 1999)

A methodology for enabling teachers/designers to make

more informed decisions in how they go about designing,

which is pedagogically informed and makes effective use

of appropriate resources and technologies. This includes

the design of resources and individual learning activities

right up to whole curriculum level design. A key principle

is to help make the design process more explicit and

shareable. Learning design as an area of research and

development includes both gathering empirical evidence

to better understand the design process as well as the

development of a range of resource, tools and activities.

(Conole 2010, p.483)

WORKING DEFINITIONS

INSTRUCTIONAL DESIGN

…the systematic process by which instructional

materials are designed, developed, and

delivered. The terms instructional design,

instructional technology, educational technology,

curriculum design, and instructional systems

design (ISD), are often used interchangeably. http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm

The process by which instruction is improved through the

analysis of learning needs and systematic development of

learning materials. Instructional designers often use

technology and multimedia as tools to enhance instruction.http://www.instructionaldesign.org/

EDUCATIONAL TECHNOLOGY

Educational technology is the study and ethical

practice of facilitating learning and improving

performance by creating, using and managing

appropriate technological processes and resources."

The term educational technology is often associated

with, and encompasses, instructional theory and

learning theory . While instructional technology is "the

theory and practice of design, development,

utilization, management, and evaluation of processes

and resources for learning

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesigndefinitions.htm#sthash.0Oxz44V4.dpuf

CURRICULUM DESIGN VS

INSTRUCTIONAL DESIGN

Curriculum design

is 'what' the

learner will learn

Instructional design

is 'how' they will

learn it.

INSTRUCTIONAL DESIGN VS

LEARNING DESIGN

“Learning design is broader than

instructional design - its about the whole

suite of tools, resources and methods that

might be used to support the design

process. Instructional design has a very

specific history and associated research

field. In Europe the term lower case

learning design has emerged in the last

ten years ago.”Source: Gráinne Conole comments (2009)

http://cloudworks.ac.uk/cloud/view/2536

LEARNING DESIGN ELEMENTS

• learning resources and materials

• objectives and prerequisites

• learning environment / scenarios

• tools, knowledge and equipment

• learning & support activities

• assessment activities

• Persons and roles

QUALITY LEARNING DESIGN

Source: http://www.education.nt.gov.au/teachers-educators/literacy-numeracy/evidence-based-literacy-numeracy-practices-framework/learning-design

TOOLS

Physical

• Pen & Paper

• Multimedia Development

• VLE/LMS

Abstract• Learning Theory• Instructional

Theory• Instructional

Design Process• ID Models• Thinking tools

Tools and Technology

Instructional Materials & Experience

INN

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ACTIVITY THEORY

THE FACILITATOR ROLES

Structure learning activities and content (“lesson planning”)

Develop and transmit content

Facilitate learning activities (especially collaborative tasks like

debate, discussion, brainstorming, etc)

Guide, mentor, advise students

Provide feedback and assessment

E-MODERATING

THE ENVIRONMENT

Active engagement by students (not just passive absorption)Collaborative activitiesConstruction of understanding and meaningStructured “flows” of tasks that build towards educational objectivesTimely feedback and authentic assessment

COMMUNITY OF INQUIRY

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STUDENT COLLABORATION

• “Single learner” content absoption is not enough

• Students need to collaborate with their teachers

and peers to actively debate ideas and

construct meaning

• Sequences of collaborative (and individual)

tasks make up the heart of education

MODELS & METHODS

1. Merrill's First Principles of Instruction

2. ADDIE Model

3. Dick and Carey Model

4. Kemp's Instructional Design Model

5. Gagné's Nine Events of Instruction

6. Bloom's Learning Taxonomy

7. Kirkpatrick's 4 Levels of Training

Evaluation

DESIGN TOOLS

OU Learning Design Initiative Others

Cloudworks: a social networking website used by indivduals and communities of practice

for sharing and discussing learning and teaching ideas and designs.

LAMS is a revolutionary new tool for designing, managing and delivering online

collaborative learning activities. It provides teachers with a highly intuitive visual

authoring environment for creating sequences of learning activities. These activities can

include a range of individual tasks, small group work and whole class activities based on

both content and collaboration.

Course Map: a template for creating an ‘at a glance’ representation view of a course or

module (in paper or Excel formats)

Integrated Learning Design Environment“ (ILDE) The ILDE supports cooperation within a

"Learning design" community in which its members share and co-create multiple types of

learning design solutions (LdS) covering the complete lifecycle. The ILDE integrates

existing learning design tools, including LdShake, OULDI templates, WebCollage,

OpenGLM, Glue!PS, ...

Course Features Card Sort: around 45 cards to help module teams decide on and

describe their course (available as standard printable cards)

OpenGLM A Web2.0 tool for the social sharing and co-editing of learning design

solutions. (Open Graphical Learning Modeler) is a desktop application allowing the visual

design of IMS Learning Design compliant learning and teaching flows. It allows reuse of

learning designs from open repositories like OICS and ILDE.

Activity profile: is designed to help teachers (and learners) map different types of

learning activities across a course or sequence of learning events (in paper or Excel

formats).

LdShake A Web2.0 tool for the social sharing and co-editing of learning design solutions.

Information Literacies Facilitation Cards (OU): sets of cards relating to different academic

levels that will help effectively integrate 4 information literacy skills areas into modules or

programmes.

GLUE!-PS (standing for Group Learning Unified Environment - Pedagogical Scripting) is

a software architecture and data model designed to deploy (and manage in run-time)

learning designs specified in different languages (e.g. the IMS-LD specification), into

different existing Virtual Learning Environments (VLEs, e.g. Moodle).

CompendiumLD: software for creating and designing visual representations of a learning

design. Support material includes an introductory sheet and videos, two tutorials and

reference sheets.

7CS LEARNING DESIGN

• Learning can be designed

• Learning is individual

• Learning is a product that can be delivered

• Learning is separate from any other dimension of

human activity

• Learning design puts information in front of people

• Using technology can significantly increase learning

• Instructional designers should create materials that

address as many learning styles as possible

SOME MYTHS …

Bartolucci, S. et al 2003. E-LEN project: Working towards an e-learning design pattern language. In Learning Technology, October 2003. http://lttf.ieee.org/learn_tech/issues.html

Beetham, H. 2004. Review of developing e-learning models for the JISC practitioner communities version 2.1. http://www.jisc.ac.uk/elearning_pedagogy.html

Conole, G, et al 2003. Use and reuse of digital images. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London

Koper, R. 2003. Combining reusable learning resources and services with pedagogical purposeful units of learning. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London.

Littlejohn, A 2003. An incremental approach to staff development in the reuse of learning resources. In Reusing Online Resources: a sustainable approach to e-learning. Ed. Littlejohn, A. Kogan Page, London.

Salmon, Gilly. E-moderating: The key to teaching and learning online. Psychology Press, 2004.

Stahl, Gerry. Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press, 2006.

REFERENCES