JISC LADIE project Learning Design In Education


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  • It’s a rather a daunting proposition having to do an inaugural as it is difficult to know how to pitch it and it feels as if you are leaving your research philosophy very much bear. Also should one describe some in depth research or a broad overview? I have decided to opt for the latter. What I hope to do in this talk is three things. Firstly, I hope I can share with you my passion for this area of research and show you why I think it is such an exciting area to be working in. Secondly, I hope to be able to demonstrate why this is an important area, highlighting ways in which it is impacting on policy and practice. Thirdly, I would like to give you a snapshot of some of my current research interests.
  • JISC LADIE project Learning Design In Education

    1. 1. 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
    2. 2. Partners <ul><li>Main partners </li></ul><ul><ul><li>University of Southampton </li></ul></ul><ul><ul><li>University of Dundee </li></ul></ul><ul><ul><li>Intrallect Ltd </li></ul></ul><ul><li>Associates </li></ul><ul><ul><li>CPCET – Consortium for Post-Compulsory Education and Training </li></ul></ul><ul><ul><li>SIESWE, Scottish Institute for Excellence in Social Work Education </li></ul></ul><ul><ul><li>LAMS International </li></ul></ul><ul><ul><li>RELOAD </li></ul></ul><ul><ul><li>Open Universiteit Nederland </li></ul></ul><ul><ul><li>Icodeon Software </li></ul></ul><ul><ul><li>CETIS </li></ul></ul>
    3. 3. Aim <ul><li>To consider the design, construction and execution of learning activity in a way that can be used and shared by multiple institutions and learners </li></ul><ul><li>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 </li></ul>
    4. 4. Focus <ul><li>To develop a series of learning activity use cases from both a pedagogical and technical perspective </li></ul><ul><li>Abstraction of the services needed to support these use cases </li></ul>
    5. 5. Reference model <ul><li>Will support two distinct stages </li></ul><ul><ul><li>Learning Activity Authoring </li></ul></ul><ul><ul><ul><li>including the design and construction of learning activities and the discovery, specification, sequencing and packaging of content </li></ul></ul></ul><ul><ul><li>Learning Activity Realisation </li></ul></ul><ul><ul><ul><li>including construction of the environment in which learning activities are to take place and execution of the learning activities themselves </li></ul></ul></ul>
    6. 7. Activities <ul><li>Top-down approach </li></ul><ul><ul><li>To develop and test a method of gathering learning activity use cases from teachers and provide simple use cases </li></ul></ul><ul><li>Iteration 1: Bottom-up approach </li></ul><ul><ul><li>To establish a framework for creating the reference model and its implementations </li></ul></ul><ul><li>Iteration 2: Top-down approach </li></ul><ul><ul><li>To gather and analyse a complete set of use cases to feed into the final iteration </li></ul></ul><ul><li>Iteration 3: Top-down approach </li></ul><ul><ul><li>To compare the reference model and its implementation with teachers expectations and perform a gap analysis </li></ul></ul><ul><li>Iteration 4: Bottom-up approach </li></ul><ul><ul><li>To produce a reference model for the domain and a demonstrable implementation </li></ul></ul>
    7. 8. Process <ul><li>Based on two tried approaches </li></ul><ul><ul><li>Intrallect use case methodology </li></ul></ul><ul><ul><li>DialogPlus learning design taxonomy </li></ul></ul><ul><li>Series of workshops with practitioners </li></ul><ul><ul><li>Development of use cases </li></ul></ul><ul><ul><li>Evaluation of approach </li></ul></ul><ul><ul><li>Mapping to the e-learning framework </li></ul></ul>
    8. 9. What is a use case? <ul><li>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 </li></ul><ul><ul><li>The use case is a means of communication between people </li></ul></ul><ul><ul><li>It should be simple, readable text </li></ul></ul>
    9. 10. Why use cases? <ul><li>Defines the behaviour of a system without considering its architecture </li></ul><ul><li>Easy to understand and communicate </li></ul><ul><li>Can be used to </li></ul><ul><ul><li>distil requirements of a system </li></ul></ul><ul><ul><li>test that a constructed system meets the use for which it was intended </li></ul></ul>
    10. 11. Use Case Summary <ul><li>Procedure </li></ul><ul><li>Consider possible primary actors (the person or system that wishes to perform an action) </li></ul><ul><li>Consider an activity to model </li></ul><ul><li>Write one sentence overview of use case </li></ul><ul><li>Example </li></ul><ul><li>A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed </li></ul>
    11. 12. How to write a use case <ul><li>Capture a summary use case </li></ul><ul><ul><li>an overview in a sentence </li></ul></ul><ul><li>Identify actors and their goals </li></ul><ul><ul><li>actors can be people, systems, organisations </li></ul></ul><ul><ul><li>stakeholders and their interests </li></ul></ul><ul><li>Write success scenario as steps </li></ul><ul><li>Define exceptions to each step </li></ul>
    12. 13. Use case template <ul><li>Authors </li></ul><ul><li>Use Case Summary </li></ul><ul><li>Primary Actor ( and goal) </li></ul><ul><li>Other Actors (and goals) </li></ul><ul><li>Stakeholders and Interests </li></ul><ul><li>Main Success Scenario </li></ul><ul><li>Extensions </li></ul>
    13. 14. Example <ul><li>Use Case Summary </li></ul><ul><li>A lecturer wishes to make his/her research results freely available but wants to be acknowledged if sections are copied and redistributed </li></ul><ul><li>Primary and other Actors (and their goals) </li></ul><ul><li>Researcher (primary) </li></ul><ul><ul><li>To make research results widely available </li></ul></ul><ul><li>Repository </li></ul><ul><ul><li>To store research results and make it possible for them to be found </li></ul></ul><ul><li>User </li></ul><ul><ul><li>To discover and use research results </li></ul></ul>
    14. 15. Example (Continued) <ul><li>Stakeholders and Interests </li></ul><ul><li>Researcher’s Institution </li></ul><ul><ul><li>Institution would also like to be acknowledged for material. Institution would like to take responsibility for archiving and cataloguing of publication. </li></ul></ul><ul><li>Person making use of material </li></ul><ul><ul><li>Would have to acknowledge the author in a specified way </li></ul></ul><ul><li>  </li></ul>
    15. 16. Example (Continued) <ul><li>Main Success Scenario </li></ul><ul><li>Researcher “publishes” material in the institution’s e-prints repository </li></ul><ul><li>Selects the rights under which the material can be used from a set of possible licences proposed by the institution </li></ul><ul><li>Includes metadata (title, description, keywords) </li></ul><ul><li>Metadata is quality-controlled by a library cataloguer and the object is classified and given a unique reference identifier  </li></ul><ul><li>The library system automatically archives the material….. </li></ul>
    16. 17. Example (Continued) <ul><li>Extensions </li></ul><ul><li>Researcher may publish the material by making it available on a personal or departmental web page </li></ul><ul><ul><li>Researcher could pass details of URL to librarian who catalogues web-based resources </li></ul></ul><ul><li>Researcher may produce an updated version of the publication and not publish it through the same route </li></ul><ul><li>Institution may not have an agreed set of licences from which the researcher can select what is appropriate </li></ul>
    17. 18. Learning activity toolkit <ul><li>Gap between the </li></ul><ul><li>potential of the technologies </li></ul><ul><li>(confusion over how they can be used) </li></ul><ul><li>and </li></ul><ul><li>application of good pedagogical principles </li></ul><ul><ul><li>(confusion over which models to use) </li></ul></ul>Plethora of tools and resources Enormous potential but underused Wealth of knowledge about learning Didactic/behaviourists models predominate
    18. 21. 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
    19. 22. Stakeholder benefits <ul><li>Teachers </li></ul><ul><ul><li>Supports tutors through the process of design, construction and integration of online and face-to-face activities </li></ul></ul><ul><ul><li>Reference model will provide a common language for sharing learning activities between teachers </li></ul></ul><ul><li>Educational technologists </li></ul><ul><ul><li>Work with teachers to create learning environments for students </li></ul></ul><ul><ul><li>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” </li></ul></ul><ul><li>Technology providers </li></ul><ul><ul><li>Need to produce technical solutions which meet the needs of teachers and students </li></ul></ul><ul><ul><li>Reference model will provide these requirements in a form that will allow technology providers to abstract the services </li></ul></ul><ul><ul><li>Reference model will either confirm that existing specifications are adequate or it will identify gaps in specifications and highlight areas for further specification work </li></ul></ul>
    20. 23. 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