JISC LADIE project Learning Activity Design in Education Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk UNFOLD meeting,University of Braga 15 th June 2005

Partners Main partners University of Southampton University of Dundee Intrallect Ltd Associates CPCET – Consortium for Post-Compulsory Education and Training SIESWE, Scottish Institute for Excellence in Social Work Education LAMS International RELOAD Open Universiteit Nederland Icodeon Software CETIS

Main partners

University of Southampton

University of Dundee

Intrallect Ltd

Associates

CPCET – Consortium for Post-Compulsory Education and Training

SIESWE, Scottish Institute for Excellence in Social Work Education

LAMS International

RELOAD

Open Universiteit Nederland

Icodeon Software

CETIS

Aim To consider the design, construction and execution of learning activity in a way that can be used and shared by multiple institutions and learners To include learning activity management, sequencing of learning content within a single activity, use of interoperable learning and content packaging from a teacher's perspective

To consider the design, construction and execution of learning activity in a way that can be used and shared by multiple institutions and learners

To include learning activity management, sequencing of learning content within a single activity, use of interoperable learning and content packaging from a teacher's perspective

Focus To develop a series of learning activity use cases from both a pedagogical and technical perspective Abstraction of the services needed to support these use cases

To develop a series of learning activity use cases from both a pedagogical and technical perspective

Abstraction of the services needed to support these use cases

Reference model Will support two distinct stages Learning Activity Authoring including the design and construction of learning activities and the discovery, specification, sequencing and packaging of content Learning Activity Realisation including construction of the environment in which learning activities are to take place and execution of the learning activities themselves

Will support two distinct stages

Learning Activity Authoring

including the design and construction of learning activities and the discovery, specification, sequencing and packaging of content

Learning Activity Realisation

including construction of the environment in which learning activities are to take place and execution of the learning activities themselves

Activities Top-down approach To develop and test a method of gathering learning activity use cases from teachers and provide simple use cases Iteration 1: Bottom-up approach To establish a framework for creating the reference model and its implementations Iteration 2: Top-down approach To gather and analyse a complete set of use cases to feed into the final iteration Iteration 3: Top-down approach To compare the reference model and its implementation with teachers expectations and perform a gap analysis Iteration 4: Bottom-up approach To produce a reference model for the domain and a demonstrable implementation

Top-down approach

To develop and test a method of gathering learning activity use cases from teachers and provide simple use cases

Iteration 1: Bottom-up approach

To establish a framework for creating the reference model and its implementations

Iteration 2: Top-down approach

To gather and analyse a complete set of use cases to feed into the final iteration

Iteration 3: Top-down approach

To compare the reference model and its implementation with teachers expectations and perform a gap analysis

Iteration 4: Bottom-up approach

To produce a reference model for the domain and a demonstrable implementation

Process Based on two tried approaches Intrallect use case methodology DialogPlus learning design taxonomy Series of workshops with practitioners Development of use cases Evaluation of approach Mapping to the e-learning framework

Based on two tried approaches

Intrallect use case methodology

DialogPlus learning design taxonomy

Series of workshops with practitioners

Development of use cases

Evaluation of approach

Mapping to the e-learning framework

What is a use case? A use case is a way of capturing the expected behaviour of a system when a person uses the system to achieve a specific goal The use case is a means of communication between people It should be simple, readable text

A use case is a way of capturing the expected behaviour of a system when a person uses the system to achieve a specific goal

The use case is a means of communication between people

It should be simple, readable text

Why use cases? Defines the behaviour of a system without considering its architecture Easy to understand and communicate Can be used to distil requirements of a system test that a constructed system meets the use for which it was intended

Defines the behaviour of a system without considering its architecture

Easy to understand and communicate

Can be used to

distil requirements of a system

test that a constructed system meets the use for which it was intended

Use Case Summary Procedure Consider possible primary actors (the person or system that wishes to perform an action) Consider an activity to model Write one sentence overview of use case Example A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed

Procedure

Consider possible primary actors (the person or system that wishes to perform an action)

Consider an activity to model

Write one sentence overview of use case

Example

A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed

How to write a use case Capture a summary use case an overview in a sentence Identify actors and their goals actors can be people, systems, organisations stakeholders and their interests Write success scenario as steps Define exceptions to each step

Capture a summary use case

an overview in a sentence

Identify actors and their goals

actors can be people, systems, organisations

stakeholders and their interests

Write success scenario as steps

Define exceptions to each step

Use case template Authors Use Case Summary Primary Actor ( and goal) Other Actors (and goals) Stakeholders and Interests Main Success Scenario Extensions

Authors

Use Case Summary

Primary Actor ( and goal)

Other Actors (and goals)

Stakeholders and Interests

Main Success Scenario

Extensions

Example Use Case Summary A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed Primary and other Actors (and their goals) Researcher (primary) To make research results widely available Repository To store research results and make it possible for them to be found User To discover and use research results

Use Case Summary

A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed

Primary and other Actors (and their goals)

Researcher (primary)

To make research results widely available

Repository

To store research results and make it possible for them to be found

User

To discover and use research results

Example (Continued) Stakeholders and Interests Researcher’s Institution Institution would also like to be acknowledged for material. Institution would like to take responsibility for archiving and cataloguing of publication. Person making use of material Would have to acknowledge the author in a specified way

Stakeholders and Interests

Researcher’s Institution

Institution would also like to be acknowledged for material. Institution would like to take responsibility for archiving and cataloguing of publication.

Person making use of material

Would have to acknowledge the author in a specified way

Example (Continued) Main Success Scenario Researcher “publishes” material in the institution’s e-prints repository Selects the rights under which the material can be used from a set of possible licences proposed by the institution Includes metadata (title, description, keywords) Metadata is quality-controlled by a library cataloguer and the object is classified and given a unique reference identifier The library system automatically archives the material…..

Main Success Scenario

Researcher “publishes” material in the institution’s e-prints repository

Selects the rights under which the material can be used from a set of possible licences proposed by the institution

Includes metadata (title, description, keywords)

Metadata is quality-controlled by a library cataloguer and the object is classified and given a unique reference identifier

The library system automatically archives the material…..

Example (Continued) Extensions Researcher may publish the material by making it available on a personal or departmental web page Researcher could pass details of URL to librarian who catalogues web-based resources Researcher may produce an updated version of the publication and not publish it through the same route Institution may not have an agreed set of licences from which the researcher can select what is appropriate

Extensions

Researcher may publish the material by making it available on a personal or departmental web page

Researcher could pass details of URL to librarian who catalogues web-based resources

Researcher may produce an updated version of the publication and not publish it through the same route

Institution may not have an agreed set of licences from which the researcher can select what is appropriate

Learning activity toolkit Gap between the potential of the technologies (confusion over how they can be used) and application of good pedagogical principles (confusion over which models to use) Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate

Gap between the

potential of the technologies

(confusion over how they can be used)

and

application of good pedagogical principles

(confusion over which models to use)

Experiential Practicing Mimicking Experiencing Productive Creating Producing Writing Drawing Composing Synthesising Communicative Discussing Presenting Debating Adaptive Modelling Simulation Info Handling Gathering Ordering Classifying Selecting Analysing Manipulating Not assessed Diagnostic Formative Summative Adaptive simulation modelling virtual worlds Communicative email disn. boards lists commentary chat Productive s/sheet d/base Narrative text video audio Web page image Interactive engines libraries Indiv learner Group leader Coach Participant Mentor Supervisor Rapporteur Facilitator Deliverer Pair person Presenter Peer assessor Moderator 1 – many Group based Class based 1-1 to S Individual Artefact Assignment Brainstorming Buzz words Dissertation Drill & practice Essay Exercise Fishbowl Ice breaker MCQ Mindmaps Pair dialogues Performance Portfolio Product Q and A Resource-based Role play Rounds Short answer Snowball Debate Test Voting Assimilative Reading Viewing Listening Assessment Tools & Resources Roles Interaction Technique Type Types of learning activities

Stakeholder benefits Teachers Supports tutors through the process of design, construction and integration of online and face-to-face activities Reference model will provide a common language for sharing learning activities between teachers Educational technologists Work with teachers to create learning environments for students Reference model will be designed both from the pedagogical viewpoint (the top-down approach) and from the technical viewpoint (the bottom-up approach) it will bridge the gap between teachers and “techies” Technology providers Need to produce technical solutions which meet the needs of teachers and students Reference model will provide these requirements in a form that will allow technology providers to abstract the services Reference model will either confirm that existing specifications are adequate or it will identify gaps in specifications and highlight areas for further specification work

Teachers

Supports tutors through the process of design, construction and integration of online and face-to-face activities

Reference model will provide a common language for sharing learning activities between teachers

Educational technologists

Work with teachers to create learning environments for students

Reference model will be designed both from the pedagogical viewpoint (the top-down approach) and from the technical viewpoint (the bottom-up approach) it will bridge the gap between teachers and “techies”

Technology providers

Need to produce technical solutions which meet the needs of teachers and students

Reference model will provide these requirements in a form that will allow technology providers to abstract the services

Reference model will either confirm that existing specifications are adequate or it will identify gaps in specifications and highlight areas for further specification work

JISC LADIE project Learning Activity Design in Education Gráinne Conole University of Southampton Email: g.c.conole@soton.ac.uk UNFOLD meeting, University of Braga 15th June 2005