designing and implementing learning technology projects – a planned approach professor mark stiles...

Designing and Implementing Learning Technology Designing and Implementing Learning Technology Projects – A Planned ApproachProjects – A Planned Approach

Professor Mark Stiles and Dr Jenny YorkeProfessor Mark Stiles and Dr Jenny Yorke

Staffordshire UniversityStaffordshire University

EFFECTS/ELT Seminar – April 2003

PreamblePreamble

eLearning challenges roles

Most course design is “ad-hoc”

Support professionals not integrated

Rationale for development unclear


Why a planned approach?Why a planned approach?

Some alternatives ‘Lone Ranger’ (Bates)–Why?

• Funding models, academic freedom, tradition, enthusiasts

–Why not? • Delivery late, different or fails. • Workload. • Unrealistic expectations, creeps. • Monitored? Evaluation? Local benefit.



Academic team + support– Why?

• Acceptable to academics - retains freedom• Academics freed from technological tasks • Facilitates expertise development of support staff

– Why not? • Delivery late, different or fails• Workload• Unrealistic expectations, creeps • Monitored? Evaluation? Local benefit • Support staff not involved in whole process –

expertise constrained



The ‘CAL’ approach (from ITTI etc)– Why?

• Experts with identified roles• Possibly easier to manage

– Why not? • Isolation of roles• Different cultures and languages • Development of expertise constrained to team• Lack of shared agenda


What is a Planned Approach?What is a Planned Approach?

Integrative– People, processes, institutional context

Focussed– Why?– Learner requirements

Practical– What, Who, is involved? How?

Learns– Evaluates, feeds back to all, improves


A Planned Approach – added valueA Planned Approach – added value

Better courses – more efficiently

Ensures institution benefits

Sustainable eLearning

Better learning experiences


AAnalysenalyse • define ‘it’, who, what, needs, options

DDesignesign • match learners, outcomes, pedagogy, and technology to create

course design

DDevelopevelop • learning activities, assessment methods, media….

IImplementmplement • ‘deliver’ to learners

EEvaluatevaluate • at all levels: learner, development team, institution

A Simple Model - ADDIEA Simple Model - ADDIE


FeasibilityFeasibility

Is it needed?

Can it be done?

Can we afford it?


Institutional ProcessesInstitutional Processes

Need a clear view of:– Approval mechanisms for course developments– Requirements for validation– Quality assurance procedures– Support for development and delivery– Costing/charging models– Assessment regulations– Enrolment procedures– VLE administration and support– Procedures for course end– Procedures for academic monitoring and teaching

quality


LearnersLearners

Market? But who are they?– How prepared? Needs? Expectations?

Learner autonomy– and eLearning– characteristics and levels


Learning Transitions, Context & Learning Transitions, Context & "Culture""Culture"


Pedagogic OptionsPedagogic Options

Three factors – learner, tutor and learning strategies

– What is the “position” of the learner?– What is the “position” of the learning

outcomes?– What strategies will provide maximum

progress across “transitions”


Pedagogic Options - examplesPedagogic Options - examples

Lectures – Homework – Exam

Lectures – Assignments – Tutorials – Exam

Problems – Groups – Mentoring – Assessed

Question – Resource Guidance – Tutor Led Discussion - Assignment

Question – Resource Guidance – Tutor Led Discussion – Peer Discussion – Reflection - Assignment

Problems – Assessed


‘‘Delivery options’Delivery options’

Review periodically to keep up to speed Blended? E? F2F? Blended choices– What mode, when, why

• E.g. f2f then E; f2f and E ‘Tools’ – what might you use? why?– Discussions, email, chat, whiteboard…– Finding resources– Group work – discussion? artefact? – Sharing resources– Feedback, assignments, testing


Ensuring IntegrationEnsuring Integration

Ownership by all Right people - at the right time Right roles - shared context Right communications - institutional

context Right management Right level of ownership


Producing an outline planProducing an outline plan

PurposePurpose – institutional; Course rationale ScopeScope – bounds prevent ‘creep’ PhasesPhases – staged development? Stage

phases TimescaleTimescales – imposed? external? ResponsibilitiesResponsibilities – broad, + scale ‘‘Soft’ deliverablesSoft’ deliverables – e? or blended,

pedagogic approach? Assumptions, risks, constraintsAssumptions, risks, constraints


The Design ProcessThe Design Process

An Output Driven Approach:

–What is the point of the course?– Develop clear outcomes–What activities will help learners:• Develop the outcomes, and/or• Demonstrate the outcomes

–What resourcing do the activities need?


The Design ProcessThe Design Process

Output from course design should be:– Course structure– Activities– Assessments – Resources– Choices of tools and systems – Induction for learners – WHY as well as how

Using this and the outline development plan, produce full plan with detailed components and scheduling


Development and ImplementationDevelopment and Implementation

Implementing the Plan! Developing the course

Pre-planning – eases this stage, but…



Monitor progress– On schedule? Right direction? Quality?

Reality check– Did you get ‘it’ right? - Formative evaluation

Record effort– What is actually involved? Real cost?

Corrective action – justified– Restore direction? Or change it?



Quality Requirements Support and information– Who, what, when, how, how long?

Usability – ease of use– Accessible, clear, consistence, readable?

Accessibility– Equity of access, participation, outcomes

IPR clearance– Its got to be done!



Preparing for Delivery– Staff development

• Online tutoring. Practice. Confidence– Support infrastructure, service levels

• Joined-up support, reporting mechanisms• A traditional problem• All committed? All understand?

– Organisational procedures • Enrolment? Quality?

– Assessment• How? Special procedures? What? Recording marks

– Marketing• Now. Or earlier? www opportunity


Implementation (Delivery)Implementation (Delivery)

Reality Check

– Ready to enrol?– Final Quality Assurance?– Support in place?– Deliverers in place?



The “Kick Off”

– Enrol– Induct– Ensure Access– Late comers & Drop-outs



The Steady (!) State - Deliver Course–Manage group work– Set up and initiate activities– Feedback– Assessments–Monitoring, Supporting, Guiding and

Mentoring


Collaborative & Group WorkingCollaborative & Group Working

Collaborative with

Individual Outputs

Collaborative with

Team Outputs

Group with

Individual Outputs

Group with

Team Outputs


Collaborative & Group WorkingCollaborative & Group Working

Issues– Fairness– Passengers– Group Failure– Appropriateness– Learner Skills– Group Size


Set up & initiate activitiesSet up & initiate activities

make clear– your expectations – timescales– formative or summative–mode of submission– how feedback will be given


FeedbackFeedback

Should have planned feedback for each activity at the design stage

Ensure “service levels” are adhered to


Assessment & Group WorkAssessment & Group Work

– Peer Assessment - higher learner acceptance when used to mitigate tutor grades

– Monitoring - if learners confident that tutors are monitoring as part of assessment, concerns are reduced

– Formative/Staged Assessment - learners produce evidence at stages during activity -this will boost confidence.


Monitor, Support, Guide & MentorMonitor, Support, Guide & Mentor

Which are you doing?

Why and what are you monitoring?

How will you respond to individuals’ problems?

How will you deal with difficult individuals?

Peer support is a powerful tool


Thank youThank you

[email protected]

[email protected]


designing and implementing learning technology projects – a planned approach professor mark stiles...

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