Can web 2.0 help us share learning designs?


Published on

Presentation at LAMS 2008 European conference, Cadiz

Published in: Economy & Finance, Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Can web 2.0 help us share learning designs?

  1. 1. Can web 2.0 really help us to share learning designs? Sheila MacNeill, Assistant Director, JISC CETIS
  2. 2. Overview <ul><li>JISC Design for Learning Programme </li></ul><ul><li>How/can we share diverse learning designs? </li></ul><ul><li>Our solution </li></ul><ul><li>Design bash </li></ul><ul><li>Future developments </li></ul>
  3. 3. JISC Design for Learning Programme <ul><li>2 year programme </li></ul><ul><li>14 projects in total (including support and evaluation) </li></ul><ul><li>Projects covered areas from conceptual modeling to implementation </li></ul><ul><li>Wide range of outputs and technologies (blogs, wikis, podcasts, word-docs, LAMS etc) </li></ul><ul><li> </li></ul>
  4. 4. The support project <ul><li>JISC CETIS - JISC innovations service centre </li></ul><ul><li>Long standing involvement in development of IMS LD specification </li></ul><ul><li>Community and technical involvement (ReLOAD, SIGs etc) </li></ul><ul><li>Focal point - support wiki </li></ul><ul><li> </li></ul>
  5. 5. How/can we share learning designs? <ul><li>Task: “provide and support a common means of accessing and re-using learning designs and exemplars that emerge from the programme” </li></ul><ul><li>How? </li></ul>
  6. 6. Solution <ul><li>Simple - not building another repository </li></ul><ul><li>Flexible and extensible </li></ul><ul><li>Exploiting social bookmarking and mash-up technologies </li></ul><ul><li>Resources just need an url reference </li></ul><ul><li>Integrate with other infrastructures (e.g. specialized repositories) which could store the actual resources (LAMS community) </li></ul><ul><li>Linked a bookmark store ( ) to a community website (support wiki) which can render a newsfeed </li></ul>
  7. 8. In reality <ul><li> </li></ul>
  8. 9. e-Framework SUM (service usage model)
  9. 10. Design Bash <ul><li>Aimed to: </li></ul><ul><li>offer opportunities for projects to share learning designs generated from their projects </li></ul><ul><li>explore the issues around sharing and re-purposing of learning designs and around support for the design process </li></ul><ul><li>review outputs and emerging outcomes from the Design for Learning programme </li></ul><ul><li>discuss future work and activities around this theme e.g. future programmes of funding </li></ul><ul><li>explore dissemination opportunities </li></ul><ul><li>Brought people together in one place at one time </li></ul>
  10. 12. Design Bash Outcomes <ul><li>Institutional: </li></ul><ul><ul><li>pressure and focus on VLE use </li></ul></ul><ul><ul><li>often dictate output formats </li></ul></ul><ul><li>Users and Context of design: </li></ul><ul><ul><li>Tools and design preferences differ between sector, discipline, personal experience, learners use of technology etc </li></ul></ul><ul><ul><li>Outputs (e.g. schemes of work need to be represented from different viewpoints - delivering teacher, the institution, the learner. </li></ul></ul><ul><li>Conceptual: </li></ul><ul><ul><li>Existing tools too linear - not pedagogically neutral </li></ul></ul><ul><ul><li>need for tools that can be shared between learners and teachers </li></ul></ul><ul><ul><li>What systems and practices support an ethos of sharing? </li></ul></ul><ul><ul><li>balance between providing structure and enabling creativity in the design/planning process </li></ul></ul><ul><ul><li>How are outputs from the planning process in practice to be run in learning environments? </li></ul></ul><ul><ul><li>What can be imported and what needs to be interpreted (what is runnable and what is exemplary?) </li></ul></ul>
  11. 13. Design Bash Outcomes cont. <ul><li>Semantic: </li></ul><ul><ul><li>Need for semantic interoperability - controlled vocabularies or ontologies to enable shared representations. </li></ul></ul><ul><ul><li>How do LD editors interpret more descriptive information  </li></ul></ul><ul><ul><li>How are LAMS (and other) sequences best constructed and described to allow for disaggregation and re-use? </li></ul></ul><ul><li>Interoperability standards: </li></ul><ul><ul><li>LOs have an u n derlying pedagogic structure, usually presented using flash but could be shared in other ways - IMS LD? </li></ul></ul><ul><ul><li>Data interoperability with other institutional systems (XCRI etc) </li></ul></ul><ul><ul><li>How to share rich visual representations of learning designs </li></ul></ul>
  12. 14. Can web 2.0 help share learning designs? <ul><li>Yes . . . but new technologies are still dealing with the same issues </li></ul><ul><li>Still a lack of consensus around providing meaningful descriptions, and representations of designs </li></ul><ul><li>Does the motivation to share in a flickr like fashion exist for learning designs? </li></ul>
  13. 15. Future developments <ul><li>More exploration of light weight integration solutions with other sites/systems (cloudworks etc) </li></ul><ul><li>Further tool development - ReCourse, widgets etc </li></ul><ul><li>More design bashes </li></ul><ul><li>Workflow </li></ul><ul><li>Develop confident communities which encourage tagging, folksonomy development and/or vocabularies </li></ul><ul><li>Investigate use of semantic technologies </li></ul><ul><li>Learning design is part of wider curriculum design process - more linkages with institutional systems & processes </li></ul>
  14. 16. More information <ul><li> </li></ul><ul><li>Contact: [email_address] </li></ul>