Technology Enhanced Learning Design Briefing
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The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
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Technology Enhanced Learning Design Briefing
- 4. Definition: Learning Design • A 'learning design' is the description of the teaching-learning process that takes place in a unit of learning (e.g. a module or any other designed learning event). The key principle is that it represents the learning activities and the support activities that are performed by different persons in the context of a unit of learning
- 6. Learning Design v Instructional Design “learning design is broader than instructional design – it’s about the whole suite of tools, resources and methods that might be used to support the design process. Instructional design has a very specific history and associated research field.”
- 7. Conceptualise: Persona’s maps, templates and tools… • LAMS, • Compendium LD, • OU LD toolkit, • …
- 8. Enacting LD… • Create and Share Pedagogical patterns. • Prototype (build).
- 9. Learning Design at the OU? • LD versus ld • Curriculum Design – routes, qualification structure and curriculum map. • LD is supposed to be “technology neutral” • In reality the parallel design of activity and technology provides the best outcomes.
- 10. Levels of Design? Learning Design • Curriculum level (qualification design) • Pedagogic module design • “Technology neutral” TEL Design • Activity design • “Technology specific” – applied pedagogy.
- 11. Pedagogic Design is “inclusive” • The OU and other HEIs are currently engaging in the implementing of Organisational Learning Design processes – The method is to adopt a “pedagogy first” approach which considers technological methods to achieving that aim (Learning Outcome), i.e. the boundaries are blurred as the pedagogic design determines the technology choices. 11
- 12. What is TEL Design? • TEL design is evidence-based activity design (e.g. task, tool, activity pattern oriented). 12
- 13. But really…what is it? • TEL design is much more than asset design and is a holistic approach to managing student activity, considering analytical evaluation (“the student voice”), learning outcomes, learner support, technology affordance and practice improvement. 13
- 15. 15 • Forum • Wiki • Blog • Online rooms • Open Studio ** • OU Annotate • Personal Blog • OU Google Docs • Conditional Paths • Student Data • iCMA • Quiz • Questionnaire • Peer Assessment ** • Participation Statement • Standard Provision • Structured Content • HTML Activity • OU Media Player • Print on Demand ** Content Consistency Assessment Survey Collaborativ e Community Personal Integrated Usability / Accessibility Guidance and Support LearningMediaDesign StaffDevelopmentandAdoption Learning Systems websites
- 16. 16 • ASSESSMENT • Assignments (iCMAs) • External iCMA (OpenMark) • Peer Assessment (Workshop) • Questionnaire • Statement of participation • INDIVIDUAL/PERSONAL • Audio Recording Tools • Blog/Learning Log • OUAnnotate • OUGoogle docs • Portfolio activity CONTENT Conditional learning Dual pane HTML Activity LTI (e.g. VitalSource) MathML MyReferences OU Media Player Resource bank RSS Feeds Structured Content Learning Systems available tools: COLLABORATION Blog – module Chat Forums Google collaborative activity Online rooms (OU Live) Open Studio Wikis CONTENT / COLLAB DataPlus Glossary
- 17. Regularly Evaluate and Reflect
- 18. Requires training and reflection on practice.
Editor's Notes
- Thanks for coming today
- Technology enhanced learning (TEL) and e-learning can be used interchangeably. TEL and e-learning describe the broad approach to using technology to support teaching and learning processes, design and delivery. (JISC Effective Practice in a Digital Age).
- What are the curriculum objectives? What other outcomes are desired? Where will the learning activity take place? What resources and technologies are available? What approach to learning will be taken? What assessment strategies will be used? What feedback strategies will be used? What is the learning activity and how does it achieve the learning outcomes? Are there any follow up activities? How will learners be supported during and after their activity? How will learners reflect on what they have learnt? (source JISC)
- IMS Specification (2003).