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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) …

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

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  • 1. Integrative LearningDesign Framework (ILDF)for online learning for theCHECET -2013Eunice IvalaRita KizitoPrepared for the CHEC Emerging Technologies Course April 2013
  • 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. 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. 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. 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. 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. Overlapping Instructional strategy clusters Diverge towards promoting self-directed learning Dialogical Exploratory Supportive Converge towards promoting authentic learning
  • 8. Critical design mapping questions Instructional Pedagogic ICT strategy model affordance
  • 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. 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