Reviewing learning designs with HEART A learning design support strategy   DONALD, C., BLAKE, A., GIRAULT, I., DATT, A. & ...
Why HEART?
The origins of HEART   HE aring  A nd  R ealising  T eaching-voice <ul><li>learning designer - teacher collaboration: the ...
‘ Teaching voice’ <ul><li>“ the middle ground of educational design is 'the difficult territory in which philosophy and pe...
The power of beliefs over practice <ul><li>“ Knowledge systems are open to evaluation and critical examination;  beliefs a...
Belief/practice dimensions <ul><li>“… we believe that more research-led academic staff development is needed in the CAL ar...
Reconciling teacher beliefs, learning design and technology integration <ul><li>Does your learning design reflect your ped...
How can HEART help?
HEART : HE aring  A nd  R ealising  T eaching-voice
What is HEART ‘measuring’?
How might we use HEART?
HEART in (prototype) practice Social network Social network (Elgg/Cloudworks) IBM ‘Many Eyes’ software Google Docs
Taking the pulse of a learning design
Entering the social network…
Completing the questionnaire…
Question format…
Accessing the results…
Pedagogical dimensions  as a bubble chart…
Pedagogical dimensions as a treemap…
Ongoing development <ul><li>Recent trial with 12 learning designers at University of the South Pacific, Suva, Fiji </li></...
Reviewing Learning Designs With HEART: a learning design support strategy
Reviewing Learning Designs With HEART: a learning design support strategy
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Reviewing Learning Designs With HEART: a learning design support strategy

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HEART (HEaring And Realising Teaching voice) is a learning design support strategy for teachers and learning designers involved in planning, developing or reviewing course (or learning) designs. The strategy helps users to elicit and visualise what we have called the 'teaching voice'; that is, the confluence of teaching beliefs and educational practice in the form of pedagogical dimensions.

The HEART strategy involves using a questionnaire that addresses these pedagogical dimensions, a visualisation tool, and facilitated face-to-face and online discussion. It can be used in a variety of course or resource development stages (e.g. planning, design, or review), either collaboratively between course lecturers and learning designers, by individual teachers or learning designers, or by a teaching programme team. Once the questionnaire is completed, the results are submitted directly to the visualisation tool. The visual representations illustrate the pedagogical dimensions of the course or learning design. Currently we are trialling different visual representations and dimensions, including the 'bubble chart' you see above.

For more information, see:
cloudworks.ac.uk/index.php/cloud/view/2769

Email:
c.donald@auckland.ac.nz; a.blake@auckland.ac.nz

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Reviewing Learning Designs With HEART: a learning design support strategy

  1. 1. Reviewing learning designs with HEART A learning design support strategy DONALD, C., BLAKE, A., GIRAULT, I., DATT, A. & RAMSAY, E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter . Distance Education, 30, (2), pp.179-199.
  2. 2. Why HEART?
  3. 3. The origins of HEART HE aring A nd R ealising T eaching-voice <ul><li>learning designer - teacher collaboration: the voices of each may be more or less ‘audible’ in the final design output </li></ul><ul><li>Project teams often have discordant voices </li></ul><ul><li>eLearning development may be expedited if we can harmonise (‘sing from the same page’) </li></ul><ul><li>Choices in pedagogical strategies and reuse of learning designs will be more effective if we can discern our own voice and project it into practice </li></ul>
  4. 4. ‘ Teaching voice’ <ul><li>“ the middle ground of educational design is 'the difficult territory in which philosophy and pedagogical tactics have to be aligned' (Goodyear, 2005, p. 85). This is where belief and practice converge, or where pedagogical beliefs find voice as pedagogical practice . It is this confluence of belief and practice that we have termed teaching voice .” </li></ul><ul><li>Donald et al., 2009, p. 184 </li></ul>
  5. 5. The power of beliefs over practice <ul><li>“ Knowledge systems are open to evaluation and critical examination; beliefs are not … And yet, for all their idiosyncrasies … beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems and are stronger predictors of behavior .” </li></ul><ul><li>Pajares, 1992, p. 311 </li></ul>
  6. 6. Belief/practice dimensions <ul><li>“… we believe that more research-led academic staff development is needed in the CAL area. One approach worth further investigation would involve academic teachers coding their own beliefs and practices in sessions facilitated by staff developers, and then deciding how they might incorporate technology into their framework so as to enhance student learning.” </li></ul><ul><li>Bain & McNaught, 2006, p. 112 </li></ul>
  7. 7. Reconciling teacher beliefs, learning design and technology integration <ul><li>Does your learning design reflect your pedagogical vision? </li></ul><ul><li>“ To negotiate … technology environments and create effective learning designs, teachers require opportunities to resolve tensions across their own belief systems…. to articulate their pedagogical beliefs and beliefs about technologies ...” </li></ul><ul><li>Steel, 2009, p. 417 </li></ul>
  8. 8. How can HEART help?
  9. 9. HEART : HE aring A nd R ealising T eaching-voice
  10. 10. What is HEART ‘measuring’?
  11. 11. How might we use HEART?
  12. 12. HEART in (prototype) practice Social network Social network (Elgg/Cloudworks) IBM ‘Many Eyes’ software Google Docs
  13. 13. Taking the pulse of a learning design
  14. 14. Entering the social network…
  15. 15. Completing the questionnaire…
  16. 16. Question format…
  17. 17. Accessing the results…
  18. 18. Pedagogical dimensions as a bubble chart…
  19. 19. Pedagogical dimensions as a treemap…
  20. 20. Ongoing development <ul><li>Recent trial with 12 learning designers at University of the South Pacific, Suva, Fiji </li></ul><ul><li>Pending trials with staff at University of Waikato and additional staff at University of Auckland, NZ </li></ul><ul><li>Information Systems PhD student developing custom database and visualisation options </li></ul><ul><li>Validating questionnaire, or locating one ‘off the shelf’? Options other than student/teacher-centred? </li></ul><ul><li>Trial online (distance) use, project team use, and social network implementation (Cloudworks) </li></ul><ul><li>Seek further collaboration with other researchers. </li></ul>

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