Singapore slides ict 2010

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Keynote presentation given at ICT 2010, Singapore on "Enhancing learning through good design"

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  • Jerome Bruner – amplifiers of human ability
  • Problems of representation Sandra Wills – role play scenarios – two page descriptions
  • Allow ‘digital lessons’ to be run online Create lesson plan using built in tool palette Run the lesson online Monitor activity and progress of students as they work through the activity sequence Powerful open source tool, that is well supported and has its own international community of practice Requires the commitments to set up and run the online lessons Free with extensive online support http://www.lamscommunity.org/
  • Alan Masson Blended learning: often vaguely described as a combination of traditional face-to-face and online teaching Blended learning design should be pedagogically driven. The nature and scale of the blend should be determined by an analysis of the range and nature of the problems faced by learners. Each components and the relationships in the blend are designed to systematically tackle these problems/issues To produce an overall solution that makes a measurable impact on student performance
  • Pedagogical designs are represented as ‘plug-in’ patterns to the an Authoring tool. The tool can be used to create specific learning objects based on the chosen pattern. Each of these learning objects can be adapted by local tutors (or learners), using the same tool, to meet their local needs and preferences. All these learning objects run as Web based learning objects.
  • Learning objects are instantiations of learning designs Accessibility and usability by tutors
  • Need to move away from reusable design in isolation
  • We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.
  • Singapore slides ict 2010

    1. 1. Enhancing learning through good design Tom Boyle Learning Technology Research Institute (LTRI) London Metropolitan University ICT 2010, Singapore July 1 2010
    2. 2. Design for learning in the 21 st century What is the problem?
    3. 3. Everthing has been thought of before, The difficulty is to think of it again Goethe
    4. 4. Learning in a period of rapid and repeated change that affects both the means and goals of learning What should be learned…? What changes and what remains deeply the same ..? … How do we foster this learning?
    5. 5. Give me a place to stand and with a lever I will move the whole world Archimedes
    6. 6. Where do we stand in order to apply these levers in education? What knowledge and skill do we need? Levers A place to stand ICT provides the levers to move the world of the 21 st century We need a deep and sound pedagogical base to ground ourselves in the use of the new technologies
    7. 7. How can we enhance learning through design that effectively uses ICT?
    8. 8. Different levels at which design for learning can be focused ( Autodesk Model)
    9. 9. Reusable learning objects
    10. 11. Effective media mix: visualization Dynamic visualization of muscle action
    11. 12. Active learning with effective media mix Language games
    12. 13. Games to encourage engagement
    13. 14. Interactivity Interacting with music for non musicians
    14. 16. Delivery on mobile phones
    15. 17. Some design principles <ul><li>Appropriate and effective use of media </li></ul><ul><ul><li>use the natural blend of media to suit the learning task </li></ul></ul><ul><ul><li>visualization, including dynamic visualization </li></ul></ul><ul><ul><li>making the abstract concrete and familiar </li></ul></ul><ul><li>Interactivity </li></ul><ul><ul><li>quality of the interaction for learning </li></ul></ul><ul><li>User control </li></ul><ul><li>Design for reuse </li></ul>
    16. 18. Agile Development of Learning Resources The Process of Designing
    17. 19. Developing multimedia learning objects <ul><li>‘ Agile’ development </li></ul><ul><li>Small groups </li></ul><ul><li>Tutor (learners) and developer </li></ul><ul><li>Driven by learner needs </li></ul><ul><li>Workshops </li></ul><ul><li>Iterative prototyping </li></ul><ul><li>Evaluation </li></ul>Boyle T. et al.(2006) An Agile method for developing learning objects. Proceedings of the 23rd Annual ASCILITE conference
    18. 20. The birth of a learning object
    19. 22. www.rlo-cetl.ac.uk CETL for Reusable Learning Objects
    20. 23. ‘ Learning design’ at the lesson level
    21. 24. Repositories of “Inspirational&quot; lesson plans and supporting materials ‘ Executable’ lesson/activity plan
    22. 26. http://aragorn.scca.ecu.edu.au/tsldb/
    23. 28. LAMS: Learning Activity Management System <ul><li>LAMS creates &quot;digital lesson plans&quot; that – </li></ul><ul><ul><li>are ‘executable’ </li></ul></ul><ul><ul><li>can be run online with students, </li></ul></ul><ul><ul><li>stored online and shared among teachers </li></ul></ul><ul><li>IMS-LD “inspired” </li></ul><ul><li>James Dalziel </li></ul>
    24. 30. Transforming a course
    25. 31. Facilitating the process of designing Viewpoints project
    26. 32. LDSE <ul><li>Learning Design Support Environment </li></ul><ul><li>Aims to create a toolset for pedagogical planning at the course and session levels </li></ul><ul><li>Led by Diana Laurillard at the Institute of Education </li></ul><ul><li>Attributes economic and pedagogical values to various teaching decisions </li></ul><ul><li>Provides suggestions to teachers </li></ul><ul><li>Reuse of open educational resources (OERs) </li></ul><ul><li>Reusable design ‘frames’ + OER (content) </li></ul>
    27. 33. Articulating the relationship between design and ‘learning object’ Learning design revisited
    28. 34. Three problems with learning objects <ul><li>Successful educationally </li></ul><ul><li>but </li></ul><ul><li>Limitations in productivity </li></ul><ul><li>Weak support for repurposing and local adaptation </li></ul><ul><li>Successful designs are implicit and not easily available for reuse </li></ul>
    29. 35. Generative learning objects (GLOs) <ul><li>The basis for reuse should be the pedagogical design rather than ‘content’ of the learning object </li></ul><ul><li>This gives a tremendous increase in productivity </li></ul><ul><li>A richer basis for reuse </li></ul><ul><li>Allows local tutors to repurpose learning objects to meet their local needs and preferences </li></ul><ul><ul><li>including international adaptation </li></ul></ul>
    30. 36. GLO Maker 2 Demo
    31. 39. www.glomaker.org
    32. 40. glomaker.wetpaint.com
    33. 41. http://www.glomaker.org GLO Maker 2
    34. 42. Design for Learning in the 21st century <ul><li>Broader ecological world view </li></ul><ul><li>Creating effective, reusable learning designs </li></ul><ul><li>The process of designing </li></ul><ul><li>Capturing and reusing learning designs </li></ul><ul><li>Need to find better ways of representing, exchanging and reusing learning designs </li></ul><ul><li>Need to articulate more clearly a model of how designs at each layer relate to each other </li></ul>
    35. 43. Finally, if this all seems a bit too structural Good design works … and is deeply aesthetically satisfying … design is also about beauty
    36. 44. Questions?

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