EDIT4L ALT-C Thursday, 6th September 2007 Online toolkits for learning design. Should we bother? Mark Childs University of Warwick Graham Lewis University of Aberstwyth Paul Riddy University of Southampton (Karen Fill University of Southampton)

EDIT4L - aims Implement and evaluate existing learning design tools in the context of teaching staff development. Disseminate these tools more extensively. Explore and support their use in design for learning. Evaluate their impact.

Implement and evaluate existing learning design tools in the context of teaching staff development.

Disseminate these tools more extensively.

Explore and support their use in design for learning.

Evaluate their impact.

EDIT4L – the tools DialogPlus toolkit (DPT) Learning Activity Management System (LAMS)

DialogPlus toolkit (DPT)

Learning Activity Management System (LAMS)

DPT feedback Disliked: educational language to complex interface too linear and non-intuitive difficult to re-find sub-phases eg tasks Liked Structured approach to educational design – useful reminder and for new teachers Outcomes / aims / tasks maps L&T library useful / too detailed

Disliked:

educational language to complex

interface too linear and non-intuitive

difficult to re-find sub-phases eg tasks

Liked

Structured approach to educational design – useful reminder and for new teachers

Outcomes / aims / tasks maps

L&T library useful / too detailed

LAMS feedback Disliked: Navigation options too linear / impoverished educational model Non synchronous options for shared activities Liked Ease of use of interface, and for developing activity sequences Potential for sharing of activity sequences Applicability to sequential leaning and scaffolding activities

Disliked:

Navigation options too linear / impoverished educational model

Non synchronous options for shared activities

Liked

Ease of use of interface, and for developing activity sequences

Potential for sharing of activity sequences

Applicability to sequential leaning and scaffolding activities

Design cycle and scope of tools Also: analyses of user groups against design cycle (see evaluation report - live from October 1 st ) Phoebe L.P. LAMS DPT Evaluation Delivery Production Content Session design Programme Design Analysis Conception

Suggestions for new tool User-configurable – so that the different types of users can be catered for Progressive disclosure – so that new users aren’t confronted with a large range of options. The tool possesses a kernel onto which users can add layers. Navigability – foregrounding the mental model that the tool uses Just-in-time instructions and wizards – to allow appropriate learning steps for using the tool Engagement – tools that encourage a community of practice

User-configurable – so that the different types of users can be catered for

Progressive disclosure – so that new users aren’t confronted with a large range of options. The tool possesses a kernel onto which users can add layers.

Navigability – foregrounding the mental model that the tool uses

Just-in-time instructions and wizards – to allow appropriate learning steps for using the tool

Engagement – tools that encourage a community of practice

Issues with embedding They can be seen as a reproach for incorrect practice, rather than an opportunity for support Embedding them is usually made the responsibility of staff developers. The responsibility for seeing the tools embedded should be made that of senior management and the process integrated with QA and QE activities. Tools aren’t seen to open up more opportunities for teachers, not be simply as more work, or limiting the range of what can be done. Incorporating a learning design tool requires a cultural change regarding learning design to take place, particularly in HE.

They can be seen as a reproach for incorrect practice, rather than an opportunity for support

Embedding them is usually made the responsibility of staff developers. The responsibility for seeing the tools embedded should be made that of senior management and the process integrated with QA and QE activities.

Tools aren’t seen to open up more opportunities for teachers, not be simply as more work, or limiting the range of what can be done.

Incorporating a learning design tool requires a cultural change regarding learning design to take place, particularly in HE.

Should we bother? Are the current toolkits effective? Can we envisage a toolkit that would be used? Can the barriers to use be overcome?

Are the current toolkits effective?

Can we envisage a toolkit that would be used?

Can the barriers to use be overcome?

Contact Paul Riddy [email_address] Mark Childs [email_address] Graham Lewis TBA http://www.edit4l.soton.ac.uk:8081/

Paul Riddy [email_address]

Mark Childs [email_address]

Graham Lewis TBA

http://www.edit4l.soton.ac.uk:8081/