by Eunice Ivala for 2012 CHECET course

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. 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. 4 Phases
1.
Exploration
4. Instructional 2.
Reflection Designer Enactment
3.
Evaluation

4. Informed by....
 Contextual factors which may affect design,
development & implementation
 ICT affordances-learning strategies
 Sound pedagogical models

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. 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. 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. 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. Any questions?