Pedagogical Design Tools: Planning for Learning with Purpose


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Presentation given at Learning Futures Symposium at Massey University in November 2011.

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  • Learning design tools have been around for some time in different forms. Something as simple as a lesson plan can constitute a learning design, or at least be a component part of one. Much of the work that has been undertaken in recent years, mid to early 2000s, has focused on the ‘e’ aspects. Many of the digital tools then focus on the digital elements of learning design, as well as providing opportunities to share designs for review with peers. By way of tools the two displayed here are from the Open University UK and the Oxford University. Both focus on learning design with Phoebe being an online tool that allows users to record what we call paper details into a searchable repository, with the aim of being able to share designs with the community, who in turn take can take those designs, change and put back into the community. The Open University tool breaks down the activities that take place as part of specific tasks and maps out the way the student would get to the end point. Alongside this the ‘tutors’ activities are also mapped out, providing a visual representation of the process of achieving a particular course aim from tutor and student points of view. Conole and Oxford Tools
  • Learning Design Support project from the London Knowledge Lab and headed by Diana Laurillard extends the notion of collaborative learning design by providing a tool for building learning designs that are hung off explicit pedagogic frameworks.
  • Laurilard’s Tools – a very well defined and well thought out tool but is beyond the capabilities of most people to fully appreciate what it attempts to achieve.
  • Massey’s tool based on the spreadsheet version of the student workload calculator, now online. Focuses on the numbers, specifically whether what is being asked of a student is excessive given the number of hours available. The tool doesn’t focus on the pedagogical decision making that often takes place when making decisions about what to include and not to include. In many ways this tool possibly oversimplifies a very complex set of decision making, but its strength, we believe, is the fact it speaks to teaching staff by not focusing on the complexities of learning design. It does however raise important questions around assumptions of time spent in activities or tasks such as creation of material online i.e. interactions between peers and lecturers, interacting with tools i.e. wikis etc. Bringing these sorts of questions to the forefront may then result in a person to seek help from colleagues and support staff.
  • In today’s socially wired and globally connected world.
  • In today’s socially wired and globally connected world.
  • Pedagogical Design Tools: Planning for Learning with Purpose

    1. 1. Pedagogical Design Tools: Planning for Learning with Purpose Mark Brown & Duncan O’Hara Learning Futures Symposium November, 2011
    2. 2. Instructional Design | Learning Design Pedagogical Design Tools
    3. 3. … an all encompassing term to cover the process, representation, sharing and evaluation of designs from lower level activities right up to whole curriculum level designs. Learning design is… <ul><li>macro designs </li></ul><ul><li>meso designs </li></ul><ul><li>micro designs </li></ul>(Conole, 2010). Pedagogical Design Tools
    4. 4. 1. Three basic assumptions 2. Two conceptual flaws 3. One new design tool Pedagogical Design Tools
    5. 5. Three Basic Assumptions
    6. 6. 1. ‘A key principle of learning design is to help make the design process more explicit and shareable’ (Conole, 2010, p.482).
    7. 7. 2. ‘There is a gap between the potential of technologies for learning and their actual use in practice’ (Conole, 2010, p.483).
    8. 8. 3. ‘Teachers lack the necessary skills to make informed judgements about how to use technologies and are bewildered by the possibilities’ (Conole, 2010, p.483).
    9. 9. Two Conceptual Flaws
    10. 10. <ul><li>The best courses result from following a clearly defined design process. </li></ul>
    11. 11. • Analyse • Design • Develop • Implement • Evaluate ADDIE OTARA • Objectives • Topics • Activities • Resources • Assessment Overly Simplistic | Institution Centric
    12. 12. The light comes through the cracks …
    13. 13. <ul><li>The design process often oversimplifies pedagogy. </li></ul>
    14. 14. 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)
    15. 15. Learning by sharing (Connectivist) Learning by listening (Instructionist) Learning by doing (Constructivist) Learning by making (Constructionist)
    16. 16. (Brown, 2011) Acquisition Participation Roots Metaphors
    17. 17. (Brown, 2011) Virtual Physical Acquisition Participation Roots Metaphors
    18. 18. Synchronous Asynchronous Acquisition Participation (Brown, 2011) Roots Metaphors
    19. 19. 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
    20. 20. 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…
    21. 21. One New Design Tool
    22. 22. Renewed focus on pedagogical designs tools…
    23. 23. Learning Design Support Conversational framework…
    24. 24. 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…
    25. 25. Understanding student workload implications…
    26. 26. 2. Where is eLearning heading? Student Workload Calculator Massey’s new online tool…
    27. 27. Scaffolding the design process…
    28. 28. 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!
    29. 29. And we still lack phenomenological evidence of how different designs lead to different patterns of student work—for better and worse! • Learner stories – video diaries
    30. 30. Massey App… Student Workload Calculator – from a Student Perspective Future plans…
    31. 31. Conclusion Learning design tools can scaffold and provide meta-cognitive prompts for course planning and development in highly situated contexts but ...
    32. 32. &quot;Using technology to improve education is not rocket science ... it is much, much harder than that&quot; (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 ...