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A learning design toolkit for fostering effective e-learning
Professor Gráinne Conole, University of SouthamptonEmail: [email protected]
NVU –Konferansen 2005, Kaltur for e-elearningLevanger 15-16th March 2005
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Communication tools
Email, discussion boards, chat
Assessment tools
TOIA, QuestionMark
Integrated learning environments
Blackboard, WebCT
Online information tools
Gateways and portals
Growth of e-learning tools
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Mediating tools and resources
Multiple forms of communication
Variety of resourceVia gateways and portals
Testing systemsVirtual simulations
Tools to manipulateand store
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Increasing impact of ICT
National initiatives ICT catalysts - VLEsFunding drivers
Drivers
Organisational structures
Roles, skills and practice
Teaching, learning and assessment
Impact
ICT as mission critical
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ICT promises
New modesof learning
Building on work
of others
Communities of learners
Sharing resources
Individualised Interoperable
Richer feedback
Mobile
E-learning hype
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Patch use of communication toolsStilted collaborations
VLEs for admin and as content
repositories
Information overloadNot pedagogically
informed
-ve
Negative aspects
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Critical mass of mediating
tools and resources
Shift from individual to socially situated
Learning in contextLearning through problem solving
+ve
Positive aspects
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Technology pros and cons
Access to wealth of resources Information overload, quality issues
New forms of dialogue Literacy skills issues
New forms of community Learner identity and confusion
Speed of access, immediacy Lack of permanency, surface
Virtual representations Lack of reality, real is fake
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New methods of online
data collection
Adaptivity
Virtual networks
Intelligent tools
International collaboration
Information explosion
The Grid
Beyond the web - the next generation
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Learning by doing
In the companyof others
Through experience
Through dialogue
Socially situated
Through reflection
Mercer
Vygotsky
Laurillard
Papart
Kolb
Dewey
LaveJarvis
Paiget
Wenger
Theories of learning
Key characteristics
of learning
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The missing link
Plethora of tools and resourcesEnormous potential but underused
Wealth of knowledge about learningDidactic/behaviourists models predominate
Gap between thepotential of the technologies
(confusion over how they can be used)and
application of good pedagogical principles(confusion over which models to use)
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Back to the drawing board…
• Use of a learning design toolkit to – Rethink teaching, learning and
assessment– Make learning and teaching approaches
more explicit– Enable appropriate use of
• Tools and resources• Choice of teaching and learning techniques• Innovative approaches to assessment
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What is a toolkit?
Toolkit are: Easy-to-use for practitioners Produce demonstrable benefit Provide guidance, but are not prescriptive Adaptable and easy to customise to local
context Used to plan and scope Used iteratively over time Reusable – can share resources and
templates
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Learning Activity Toolkit
• Guides teachers through the process of articulating their teaching approach
• Results in the production of a ‘lesson plan’ for a particular learning activity
• Prompts and supports teachers as they create or modify learning activities, linking pedagogical approaches to teaching techniques, tools and resources
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Methodology
• Reviewed – Learning theories and identified key
elements of learning• Definition of a learning activity
– Distil out Geographers’ implicit thinking – Definition of a learning activity and its
components– Relationships between components– Mapping and reality check with real
examples
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Learning activity components
• Context– Subject, level, learning outcomes,
environment, etc• Learning and teaching approaches
– Theories and models• Tasks
– Type, techniques, tools, resources, interaction, roles
– Associated assessments – types, techniques
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Tackling the problem…
• Need to understand– The way e-learning can (and can’t!) be used– Changing organisational context – New skills needed and impact on individuals
• Rethink designing learning activities– Apply learning theory– Make appropriate use of tools and resources– Devise innovative approaches to assessment
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Creating learning activiites
• Use of a learning design toolkit to – Rethink teaching, learning and
assessment– Make learning and teaching approaches
more explicit– Enable appropriate use of
• Tools and resources• Choice of teaching and learning techniques• Innovative approaches to assessment
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Making the link
• Pedagogical approach – didactic• Learning outcome – knowledge• Tasks – assimilative• Assessment - focusing on re-
production of knowledge– MCQs, drills, short answer, essays– Tutor feedback, tutor assessed
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Making the link
• Pedagogical approach – cognitive apprenticeship
• Learning outcome – application• Tasks - experiential• Assessment - focusing on use of
concepts in different contexts– Report, field work, project– Tutor assessed; may be peer- or self-
evaluated
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Making the link
• Pedagogical approach – problem-based
• Learning outcome – analysis• Tasks – information handling• Assessment – focus on application of
concepts to problems– Exercise, practical, project– Tutor assessed or peer- or self-evaluated
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Making the link
• Pedagogical approach – dialogic• Learning outcome – evaluation• Tasks – communicative• Assessment - focus on critiquing and
argument– Group presentation– Peer-evaluated
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Making the link
• Pedagogical approach – problem-based
• Learning outcome – analysis• Tasks – information handling• Assessment – focus on application of
concepts to problems– Exercise, practical, project– Tutor assessed or peer- or self-evaluated
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Uses
• Guidance– On the development of learning activity– Mapping pedagogy to tools and resources
• Repurposing– Query database of existing learning
activities
• Research– Development of new e-learning models
• Quality assurance
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Benefits
• Providing guidance and support• Making link between pedagogy and
tasks more explicit• Mapping of approaches with
techniques and associated tools and resources
• As a means of articulating out practitioner understanding
• Generation of generic templates and models
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References
• Conole, Dyke, Oliver, & Seale, (2004), ‘Mapping pedagogy and tools for effective learning design’, Computers and Education, June 2004
• Conole and Dyke, (2004), ‘The affordances of ICT’, ALT-J, 12.2
• Conole and Fill, (Submitted), ‘Specification for a learning design activities toolkit’, Computers and education
• Conole, (2004), ‘Report on the effectiveness of tools for e-learning’, report for the JISC commissioned ‘Research Study on the Effectiveness of Resources, Tools and Support Services used by Practitioners in Designing and Delivering E-Learning Activities’
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Acknowledgements
• People– Karen Fill– Martin Dyke– Chris Bailey– Martin Oliver– Helen Beetham– Jonathan Darby
• Funders– JISC/NSC DialogPlus project– HEFCE E-Learning Research Centre– JISC e-pedagogy programme
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A learning design toolkit for fostering effective e-learning
Professor Gráinne Conole, University of SouthamptonEmail: [email protected]
NVU –Konferansen 2005, Kaltur for e-elearningLevanger 15-16th March 2005