Integrative learning design framework (ildf) for the checet 2013 course


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This is an adaptation of a model for designing online learning activities developed by Dabbagh and Bannan-Ritland (2005)

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Integrative learning design framework (ildf) for the checet 2013 course

  1. 1. Integrative LearningDesign Framework (ILDF)for online learning for theCHECET -2013Eunice IvalaRita KizitoPrepared for the CHEC Emerging Technologies Course April 2013
  2. 2. Integrative Learning Design Framework (ILDF) for online learning 1. Exploration Instructional 4. Reflection Designer 2. Enactment 3. Evaluation Adapted from Dabbagh and Bannan-Ritland (2005)
  3. 3. The ILDF framework A constructivist-based instructional design model that offers a systematic process of online learning development. A design process in which views and feedback from all participants in the design, development and implementation process are considered. End products ( interventions) which are based on the needs and perspectives of all role players - students as well as the experiences and epistemological convictions of the developer/designer.
  4. 4. The 4 phases are informed by… Contextual factors which may affect design, development & implementation. ICT affordances-learning strategies. Sound pedagogical models . … what goes on in each phase ?
  5. 5. Exploration phase 1Investigate the context within which the onlinelearning activity will be designed and implemented › Teacher and learner needs. › Teaching and learning challenges. › Theory and instructional strategies used to (identify problems/gaps/opportunities). › Social, cultural and organisational factors that may constraint design, development and implementation. › Designer beliefs, attitudes, biases, experience, assumptions, educational philosophy. › Literature review on ICTs available, their affordances and the pedagogical models and instructional strategies they support.
  6. 6. Enactment phase 2Informed by all the information gathered inexploration phase  Select (an) ICT tool(s)that best address your T&L challenge ( identify their  affordances .  pedagogical models and  instructional strategies they support).  Design the prototype/intervention.
  7. 7. Overlapping Instructional strategy clusters Diverge towards promoting self-directed learning Dialogical Exploratory Supportive Converge towards promoting authentic learning
  8. 8. Critical design mapping questions Instructional Pedagogic ICT strategy model affordance
  9. 9. Evaluation phase 3Assess if the designed prototype/ intervention isuser friendly, valid & relevant to address the T&Lchallenge and instructional outcomes it isintended for Formative-done in the development stages of the prototype to judge the strengths and weaknesses of the prototype-results are used to revise/refine the prototype /instruction to improve its effectiveness and appeal -expert reviews -one-on-one with colleagues -small group of students Summative – done after the implementation of the prototype to measure the impact of the prototype on teaching and learning
  10. 10. Reflection phase 4Critically think of the experiences you wentthrough in the whole process of designing theprototype  The design model  Lessons learnt  Possible applications of the prototype Lessons learnt in the whole process could be used to redesign the intervention or other new interventions