Moodle Wonderland 2009

James Ballard

VLEs: What Next?Designing 21st Century

Learning Activities

Overview

• Where are we now?

• What is 21st Century Learning?

• Enhancing the model for e-Learning?

• VLEs: What Next?

Where are we now?

Jun-08 Jul-08 Aug-08 Sep-08 Oct-08 Nov-08 Dec-08 Jan-09 Feb-09 Mar-09 Apr-09 May-09 Jun-09 Jul-09 Aug-09 Sep-09 Oct-09 Nov-090

500000

1000000

1500000

2000000

2500000

3000000

3500000

4000000

4500000

5000000

ULCC Moodle Activity

Where are we now?

The next phase: achieving a step-change in how technology is used

Harnessing Technology

What is 21st Century Learning?

Harnessing Technology

What is 21st Century Learning?

‘It is a world in which knowing what and how to learn the next thing is as important as what has already been learnt.’

Jackson and Ward, 2004

Personalised Learning

Social

Personal

Institutional

National

Professional

Personalised Learning

Social

Personal

Institutional

National

Professional

Disengaged

Personalised Learning

Social

Personal

Institutional

National

Professional

Disenfranchised

Personalised Learning

Social

Personal

Institutional

National

Professional

Dem

otiv

ated

Personalised Learning

Social

Personal

Institutional

National

Professional

Deregulated

Personalised Learning

Social

Personal

Institutional

National

Professional

Deskilled

Personalised Learning

Social

Personal

Institutional

National

Professional

Building the e-confident system

Harnessing Technology

The e-confident system should support the learner to learn about the subject, about learning to learn, and about themselves as a learner.

Personalised e-Learning

Professional

Social

National

Institutional

Personal

VLEPortfolio

PLP

Assessment

ULCC Framework for Personalised e-Learning

Portal

The Future is Interoperable

VLEs: What Next?

‘In simple terms, personalised learning is the route to raise quality and equity in our education system.’

David Milliband, 2005

Less of the same!

Workshop

Social

Personal

Institutional

National

Professional

VLEs: What Next?Designing 21st Century Learning Activities

Discussion

In small groups discuss your ideas on what is a 21st Century Learning Activity

• What are the key features?

• What is different about learning?

• What are the barriers to implementation?

Discussion

Where are you now?

Question Grade

1 How does e-learning contribute to helping your learners to achieve?

2 How effective is e-learning as a tool to support teaching, training and learning?

3 Is e-learning providing a valuable resource in your institution?

4 How is e-learning being used for assessment and monitoring of learners' progress?

5 How well does e-learning meet the needs and interests of learners?

6 How well are learners guided and supported through e-learning?

7 Strategic leadership and management for e-learning in your institution?

Outstanding - Grade 1 Good - Grade 2

Satisfactory - Grade 3 Unsatisfactory - Grade 4

Weak - Grade 5

London Moodle User Group 2005

Where are you now?

Question Grade

1 How does your VLE contribute to helping your learners to achieve? 3

2 How effective is your VLE as a tool to support teaching, training and learning? 3

3 Is your VLE providing a valuable resource in your institution? 3

4 How is your VLE being used for assessment and monitoring of learners' progress?

4

5 How well does your VLE meet the needs and interests of learners? 2

6 How well are learners guided and supported through your VLE? 2

7 Leadership and management for your VLE in your institution? 3

Outstanding - Grade 1 Good - Grade 2

Satisfactory - Grade 3 Unsatisfactory - Grade 4

Weak - Grade 5

Learning Activity Checklist

1

•Access explanations and presentations of the theory, ideas or concepts?

2

•Ask questions about their understanding of the theory, etc, by providing the opportunity for answers from the teacher, or their peers?

3

•Offer their own ideas and conceptual understanding, by providing comment on them from the teacher, or their peers?

4

•Use their theoretical understanding to achieve a clear task goal by adapting their actions in the light of their understanding, or in response to comments or feedback?

5

•Repeat practice, by providing feedback on actions that enables them to improve performance?

6

•Repeat practice, by enabling them to share their trial actions with peers, for comparison and comment?

7

•Reflect on the experience of the goal-action-feedback cycle, by offering repeated practice at achieving the task goal?

8

•Discuss and debate their ideas with other learners?

9

•Reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their peers?

10

•Reflect on their experience, by having to articulate or produce their ideas, reports, designs, performances, etc. for presentation to their teachers?

Does your learning activity motivate your learners to... Laurillard, 2008