Because no two students have the same needs and no two teachers arrive at their best performance in the same way, theoretical exclusivity and didactic single-mindedness can be trusted to make even the best educational ideas fail. (Sfard, 1998, p.11)
Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist)
Synchronous Asynchronous Acquisition Participation Discussion Fora Lecture Capture Online Clinic Webinars Online Presentations Wikis ePortfolio Online Readings Video Streaming Online Chat Video Conferencing (Brown, 2011) Real-time Tests Learning Ecology
The ecology of learning using new digital technology is incredibly complex and highly situated. No single theory can adequately explain the messiness of learning and we still need a more explicit theory of teaching . Key takeaway…
http://compendiumld.open.ac.uk http://www.phoebe.ox.ac.uk/ Renewed focus on pedagogical designs tools…
Learning Design Support https://sites.google.com/a/lkl.ac.uk/ldse/Home Conversational framework…
2. Where is eLearning heading? Masterman, E., & Manton, M. (2011). Teachers’ perspectives on digital tools for pedagogic planning and design. Technology, Pedagogy and Education, 20 (2) , 227-246. Calculating the costs of pedagogy…
But building designs for learning just doesn’t happen like this! Design tools need to understand how teachers work rather than make educators fit them!
And we still lack phenomenological evidence of how different designs lead to different patterns of student work—for better and worse! http://wikiresearcher.org/DEHub_Research_Projects/DEHubMassey_University • Learner stories – video diaries
Massey App… Student Workload Calculator – from a Student Perspective Future plans…
Conclusion Learning design tools can scaffold and provide meta-cognitive prompts for course planning and development in highly situated contexts but ...
"Using technology to improve education is not rocket science ... it is much, much harder than that" (Diana Laurillard, Opening Up Education, 2009). Conclusion Learning design tools can scaffold and provide meta-cognitive prompts for course planning and development in highly situated contexts but ...