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Learnin design roehampton
1. LEARNING DESIGNS:
INNOVATIONS AND APPROACHES
LeRoy Hill, PhD
Director, Humanities & Education
Anguilla Community College
INNOVATIVE LEARNING
SEMINARS
NOVEMBER 25 2014
3. “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)
WORKING DEFINITIONS
4. 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
5. …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/
INSTRUCTIONAL DESIGN
6. 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
EDUCATIONAL TECHNOLOGY
7. Instructional design
is 'how' they will
learn it.
CURRICULUM DESIGN
VS
Curriculum design
is 'what' the
learner will learn
INSTRUCTIONAL DESIGN
8. “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
INSTRUCTIONAL DESIGN
VS
LEARNING DESIGN
9. • learning resources and materials
• objectives and prerequisites
• learning environment / scenarios
• tools, knowledge and equipment
• learning & support activities
• assessment activities
• Persons and roles
LEARNING DESIGN ELEMENTS
15. Active engagement by students (not just
passive absorption)
Collaborative activities
Construction of understanding and meaning
Structured “flows” of tasks that build towards
educational objectives
Timely feedback and authentic assessment
THE ENVIRONMENT
16. COMMUNITY OF INQUIRY
Source: http://people.sunyulster.edu/instructional_design/coi.jpg
17. • “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
STUDENT COLLABORATION
18. 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
MODELS & METHODS
Evaluation
19. 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.
DESIGN TOOLS
21. • 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 …
22. 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
Editor's Notes
Design is sometimes intentionally referred to as a theory when it offers “explicit guidance on how to better help people learn and develop” (Reigeluth 1999, p.5).
Education Design – Peter Goodyear
Compared with notiion of interaction design
Interaction design comprises “all efforts to understand human engagement with digital technology and all efforts to use that knowledge to design more useful and pleasing artefacts” (Kaptelinin & Nardi 2006, p.5).
Learning Design advocates a process of ‘design for learning’ by which one arrives at a plan, structure or design for a learning situation, where support is realised through tools that support the process
What does an Instructional Designer do? by Joel Gardner
http://www.youtube.com/watch?v=f2q-SYS2Kbc
Reference to Group cognition, communities of practice, situated learning
Learning Design = Sequence of Collaborative Learning Activities
Learning Designs can incorporate single learner content, but also collaborative tasks such as discussion, voting, small group debate, etc
Learning Designs can be stored, re-used, customised
1. "Instructional design puts information in front of people". Not really! Instead, it makes sense of it!
2. According to Nguyen and Klein (2007), the above mentioned statement is only true if you create an eLearning environment that will closely mimic the real life learning and working environment. Otherwise people will not engage in your course as effectively as you would want them. Remember the role of the instructional designer is to help learners take the maximum and guide them through the process. Simply posting online videos and resources, without providing people with a critical overview and explanation on how to make use of these resources will not get them anywhere.
3. "Instructional designers should create materials that address as many learning styles as possible"
Remember when I pointed that the role of the instructional designer is to research, analyze and identify the learning needs of a target audience and the existing gaps in terms of knowledge and skills? This is by far not the same as designing course materials that suit as many learning styles as possible. This means to research carefully your target audience and to bridge the gap in their knowledge by addressing the cognitive commonality of the group and mainly to allow people to progress at their own speed.
http://elearningindustry.com/what-an-instructional-designer-do-3-myths-revealed
