The Framework is Australia’s national VET eLearning strategy I wanted us today to have a thoughtful, perhaps provocative conversation about learning design today. But first we need to think about what learning designs means to us in the VET and professional learning context?
This is how the idea of learning design makes myself and many online VET educators feel!!! In the dark Confused
I’m hoping that after today we might all fee like this! But how to get there? First lets think learning design ... What is it? what does it include? One approach is to break it down to a four step process!
Learning designers need to understand the concepts that underpin the activity called learning design. Before we go any further lets undertake an exercise reflecting on our understanding of learning design...what it is, what its for, what its about? Each table has an envelope in which you will find paper of different sizes and colours. Use the large red sheets if you have a lot of knowledge and experience to share – down to the pale yellow post-it notes if you are new to the discipline of learning design... If everyone ends up filling a big red sheet of paper with lots of correct information...we will have to seriously discuss RPL for the rest of this session !!!! (Give the class 10 minutes... The ask for all the red sheets, then mauve, then green, then post-its...to be held up) ...lets see how everyone did?
Well you can see that its not that easy to define or describe.... Do we have any definitions approaching these?
Learning design underpins all our efforts to create learning objects/experiences that engage our learners and support their acquisition of the skills and knowledge they need to pursue their chosen vocation. Selecting a board pedagogical framework which will help us choose the types of learning activities. A range of instructional approaches will help us sequence learning:
Behaviourism, Cogntivism, Constructivism/social constructivism and recently perhaps Connectivism (See Downs and Seimens). Some terms used to characterise the learning environment...but really our pedagogy is informed by to indicate what learning theories might inform our choice of features we might want to include in the learning environment, to set the type and style of learning activities, learning supports and learning resources we might include
Forms of learning Activity at each grouped level of VET qualification: CERT 1,2,3= reading, browsing, choosing, comparing, describing, reflecting CERT 2,3,4=reading, browsing, choosing, comparing, describing, reflecting planning, questioning, investigating, inquiring CERT 3, 4, 5=reading, browsing, choosing, comparing, describing, reflecting planning, questioning, investigating, inquiring, analysing, evaluating, synthesis
There are different factors which influence the choice and form of learning design for a learning object. The factors relate to the nature of the target learners and the form and level of learning. All these factors influence the learning experiences that learners need to achieve the intended outcomes.
Learning tasks – pivotal elements in the design process used to support knowledge construction and guide the design process. These are chosen based on the intended learning outcomes, resources and learning supports available. Typical learning tasks include problem solving, investigations, inquiries, projects and role play. Learning supports or scaffolding - needed to guide learners and provide feedback on their progress. Can include tutor support, library support or online facilities, and counselling. Learning resources – these are often the most visible components and include print materials, media and online resources. These must support learners’ inquiry and problem-solving activities and should allow students to browse a range of alternative learning task(s) , the contexts, processes and conditions by which the learner is engaged and immersed within a learning setting and led to digest information, practise and apply, think and reflect learning resources , the materials containing the information, content and underpinning knowledge the learner needs to acquire or to develop a strong familiarity with learning supports , the strategies and processes that assist the learner to work beyond their comfort zone which scaffolds and provides feedback and advice and provides support for reflection.
Now for the easy bit! If the blasted cat can manage all this new technology and online learning…. so can we!!!! The cat helps us add the last element and put the pieces of the learning design puzzle together
Using authentic workplace oriented steps to sequence learning tasks… e.g electro tech challenge, reinforce, confirm (in the workplace) Using verbs that represent either learning activities or mimic workplace activities to sequence learning. Business example: Business The course is learning how to develop marketing plans . The students assume a role in a company looking to float a dotcom initiative. For the first task, a proposal in the form of an existing marketing plan is presented and students are required to provide a report on it. The plan will have some known weaknesses and the intention is for students to discover and describe what these might be. The outcome could be a report to a superior. In the second task, students are given a task to develop some guidelines and strategies that will result in a successful marketing plan in that organization for the dotcom initiative. The development of the guidelines needs to be given in some meaningful context. Finally the student is given the task of developing a final marketing plan . The task is scaffolded by the guidelines and strategies developed in task 2 and the student works with others to apply this information in a creative and applied fashion. The setting provides many supports in this final task including templates, advice from senior staff, cases etc.
Lets examine this process… lets do an example
LORN learning object repository Network, Voicethread, Moodle, Equella, Feed2JS, Elluminate, Wimba, Big Blue Button
Helen lynch presentation
June 2011, Toolbox Champion Service Developing Authentic and Engaging Learning Scenarios Helen M. Lynch ACT Toolbox Champion Australian Flexible Learning Framework
What is learning Design? Learning design is a process of designing units of learning , learning activities or learning environment . (http://edutechwiki.unige.ch/en/Learning_design) Learning Designs are pedagogically informed learning activities which make effective use of appropriate tools and resources ” ( Conole & Fill, 2005 ) The core of learning Design can be summarised as the view that, when learning, people in specific groups and roles engage in activities using an environment with appropriate resources and services . ( Koper & Tattersall , 2005). Learning Design describes the process of education - the sequences of activities facilitated by an educator that are often at the heart of small group teaching.”( James Dalziel , 2007)
<ul><li>Establishing a pedagogy for our learning environment </li></ul><ul><li>Developing student learning activities and the supports and resource s that sustain them </li></ul><ul><li>Sequencing and presenting learning activities, supports and resources in a meaningful and relevant way </li></ul><ul><li>Selecting technologies </li></ul>
Qualification Certificate II, III, IV Certificate IV, Diploma Diploma, Adv Diploma Levels of learning Lower-order Mid-order Higher-order Learning outcomes Familiarity and knowledge of particular information, processes and procedures Knowledge acquisition but extending to capacity to apply in new settings using judgment and subjective decisions. Knowledge and application but extending to abilities to analyse new situations and to evaluate and synthesise solutions. Forms of learning activity ? ? ?
Qualification Certificate II, III, IV Certificate IV, Diploma Diploma, Adv Diploma Levels of learning Lower-order Mid-order Higher-order Learning outcomes Familiarity and knowledge of particular information, processes and procedures Knowledge acquisition but extending to capacity to apply in new settings using judgment and subjective decisions. Knowledge and application but extending to abilities to analyse new situations and to evaluate and synthesise solutions. Forms of learning activity reading, browsing, choosing, comparing, describing, reflecting reading, browsing, choosing, comparing, describing, reflecting planning, questioning, investigating, inquiring reading, browsing, choosing, comparing, describing, reflecting planning, questioning, investigating, inquiring analysing, evaluating, synthesising
From “ The Learning Design Tool ” 1 3 5 Level of outcome knowledge acquisition understanding problem-solving Level of guidance high medium low Content focus information application evaluation Content application procedural interpretive creative Learner freedom low medium high Learning form practising choosing designing Learner preference trainer-centred working with others student-centred Engagement reading, browsing comparing, planning investigating, inquiring