Iterative research and development of teacher training in learning design


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Talk Presented at CALRG conference 2013

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Iterative research and development of teacher training in learning design

  1. 1. Metis CALRG 2013Page 1 of 2Iterative research and developmentof teacher training in learning designAndrew Brasher, Chris Walsh, Patrick McAndew,Yishay MorTalk Presented at CALRG conference 2013 work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Several decades of research in technology-enhanced learning (TEL) havedemonstrated the potential of digital technology to transform education. Yet theimpact of TEL research on daily teaching-learning practices is still far from fulfillingthis potential. Arguably, this is a gap in the capacity for learning design: educatorsneed the tools and competencies which would allow them to identify educationalchallenges, describe the context in which they arise, identify the opportunitiesafforded by technology, project the insights derived from research, and devise newlearning experiences. To address this gap, educators need tools and practices. Toolsthat would support them through the cycle of learning design – from conception todeployment of techno-educational innovations. Professional practices that use suchtools to ensure the robustness and effectiveness of their innovations and makelearning design a daily habit and part of their professional identity.The METIS project ( aims to contribute to this aim, byproviding educators with an Integrated Learning Design Environment (ILDE, see:Hernández-Leo, Asensio, Chacón, & Prieto, 2013) and a workshop package fortraining educators in using the ILDE to support effective learning design. WorkPackage 3, led by the OU (UK), is concerned with the design and development of theworkshop package. The ILDE and the workshop package will be evaluated by 3representative user groups, one from the training and professional developmentsector, a non-profit association targeting non-formal training and problems of socialexclusion, and a university representing the higher education sector.In this paper we will describe the initial phases of research conducted to support thedesign of the METIS workshops. The aims of this research are:• To identify the constraints and requirements emerging from the specifics ofthe contexts in which they would be run, and the aspirations of theprospective participants and organising bodies.• To collate, compare and evaluate examples of similar workshops from thepast so as to inform the design of the METIS workshops by building onexisting knowledge e.g. OULDI and OLDS-MOOC
  2. 2. Metis CALRG 2013Page 2 of 2• To propose a workshop structure that can be used and evaluated within theproject(Brasher, A., Mor, Y., 2013)..Will present the outcomes of work done over the first 7 months of the project in termsof an initial version of the METIS workshop structure, i.e. a “meta-design” which willneed to be customized and specified for each user group. We will describe therationale for the design, using evidence and examples from the data we havecollected. In conclusion, we will describe plans for using the structure to develop andevaluate a series of ready-to-run workshop packages targeted at the 3 user groups.ReferencesHernández-Leo, D., Asensio, J. I., Chacón, J., & Prieto, L. P. (2013). METISdeliverble D2.1: Report 1 on meeting with stakeholders: early feedback onILDE requirements.Brasher, A., Mor, Y., (2013) D3.1 Report 2 on meetings with user groups: Earlyfeedback on candidate best practices for teacher training on learning design.METIS project deliverable, code 531262-LLP-2012-ES-KA3-KA3MP