Integrative Learning Design Framework for online learning

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by Eunice Ivala for 2012 CHECET course

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Integrative Learning Design Framework for online learning

  1. 1. Integrative Learning Design Framework (ILDF) for online learning 1. Exploration 4. Instructional 2. Reflection Designer Enactment 3. Evaluation (Adapted from Dabbagh and Bannan-Ritland , 2005)
  2. 2. Integrative Learning Design Framework (ILDF) for online learningA constructivist-based instructional design model- offers a systematic process of online learning development Considersviews and feedback from all player in the design, development and implementation process End product-an intervention based on the needs and perspectives of students/all role players- including the experiences and epistemology of the developer/designer
  3. 3. 4 Phases 1. Exploration 4. Instructional 2.Reflection Designer Enactment 3. Evaluation
  4. 4. Informed by.... Contextual factors which may affect design, development & implementation ICT affordances-learning strategies Sound pedagogical models
  5. 5. Exploration phase 1. Exploration Investigates the context within which the online learning activity would be designed and implemented  Teachers and Learners needs  Teaching and learning challenges  Theory and Instructional strategies used (identify problems/gaps)  The social, cultural and organisational factors that may constraint design, development and implementation  Designers believes, 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 2. Enactment Informed by all the information gathered in exploration phase Select ICTs tool/s which would best address your T & L challenge (their affordances and the pedagogical models and instructional strategies they support) Design the prototype/ intervention
  7. 7. Evaluation phase 3. Evaluation Assess if the designed prototype/ intervention is user friendly, valid & relevant to address the T & L challenge and instructional outcomes intended 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
  8. 8. Reflection phase 4. Reflection Critically think of the experiences you went through in the whole process of designing the prototype  The design model  Lessons learnt  Possible applications of the prototype All what is learnt in the whole process could be used to redesign the intervention or other new interventions
  9. 9. Any questions?

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