DiAL-e Making effective use of Content Repositories
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Informal presentation in the learning object repositories session at the 2009 Estonian e-Universities conference
![[object Object],Estonian e-Universties Conference SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE Reusable Learning Designs: DiAL-e Framework Digital Artifacts for Learning Engagement Simon Atkinson [email_address] Massey University, New Zealand](https://image.slidesharecdn.com/april09estonia-090418001859-phpapp01/85/DiAL-e-Making-effective-use-of-Content-Repositories-1-320.jpg)
![Theme of the Session ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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DiAL-e Making effective use of Content Repositories
- 3. Challenges of Institutional Use ©2006-2008 ~ twisk @ deviantart.com
- 4. Existing Knowledge Base ©2006-2008 ~ chriskoehler @ deviantart.com
- 5. Principles and philosophy of DiAL-e Framework e ngagement L earner A rtefacts for Di gital
- 6. Learning Design Matrix (Paper Version 1.0)
- 7. Dial- Framework DiAL-e Framework Stimulation Collaboration Conceptualisation Inquiry Empathising Authoring Narrative Representations Figurative Research Mobile Independent Virtual Practical Small Large Learning Design Matrix (Version 2.0)
- 8. Stimulation Collaboration Conceptualisation Inquiry Empathising Authoring Narrative Representations Figurative Research Stimulation Stimulation Mobile Independent Virtual Practical Small Large Starter-Plenary Top & Tail What happens next? Dissonance & Shock Observational Learning Design Matrix (Version 2.0) - Simulation
- 9. Learning Designs – ‘The NFO Worksheet’
- 10. NewsFilm Online ‘Tool’ for JISC
- 11. DiAL-e Learning Designs - Progression Stimulation Narrative Authoring Empathising Representational Figurative Analysis Research Conceptualisation Enquiry Collaboration Engagement Knowledge Construction Reflection
- 12. 9: Representational Engagement: Students in need of the ability to articulate the historical changes in language are asked to contrast an order of procession from 1880 with one from 2000 and identify changes in social classifications
- 13. 7: Empathy Engagement: Students needing to appreciate the contextual and culturally specific nature of knowledge are asked to study arguments put forward in an emotive resource and develop a first voice response in favour, and against, the principle argument
- 14. 10. Figurative Engagement: Biology Students search visual resources for examples of ‘swarm’ behaviour amongst humans as a precursor to an activity that looks at the mathematical basis for studying swarms.
- 15. Reusable Designs Learning Object Repositories Learning Design Repositories Content Repositories ‘ Archives’ & Databases DiAL-e Learning Designs Codifying designs
- 17. Microsoft MovieMaker package example
- 18. eXeEditor: IMS/SCORM package example
- 19. LAMS example Potential only
- 20. Compendium LD example Potential only
- 21. Further Work @ April 2009
Editor's Notes
- Contact Details Simon Atkinson ................... Strategic e-Learning Advisor College of Education Hokowhitu Campus Massey University Palmerston North New Zealand email: s.p.atkinson@massey.ac.nz tel: +64 6 356 9099 ext 8871 Kevin Burden CPD Coordinator Post-graduate professional development Manager Institute for Learning Wilberforce West The University of Hull email: k.j.burden@hull.ac.uk Tel:+44 1482 46 6731