integrative learning design framework (ildf) april 2013

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  • 1.Integrative LearningDesign Framework (ILDF)for online learningEunice IvalaRita KizitoPrepared for the CHEC Emerging Technologies Course April 2013

2. Integrative Learning Design Framework (ILDF) for online learning1. Exploration Instructional 4. Reflection Designer2. Enactment3. EvaluationAdapted from Dabbagh and Bannan-Ritland (2005) 3. The ILDF framework A constructivist-based instructional design model thatoffers a systematic process of online learningdevelopment. A design process in which views and feedback from allparticipants in the design, development andimplementation process are considered. End products ( interventions) which are based on theneeds and perspectives of all role players - students aswell as the experiences and epistemological convictions ofthe developer/designer. 4. The 4 phases are informed by Contextual factors which may affect design, development& implementation. ICT affordances-learning strategies. Sound pedagogical models . what goes on in each phase ? 5. Exploration phase1Investigate the context within which the onlinelearning activity will be designed and implemented Teacher and learner needs. Teaching and learning challenges. Theory and instructional strategies used to (identifyproblems/gaps/opportunities). Social, cultural and organisational factors that may constraintdesign, development and implementation. Designer beliefs, attitudes, biases, experience, assumptions,educational philosophy. Literature review on ICTs available, their affordances and thepedagogical models and instructional strategies they support. 6. Enactment phase2Informed by all the information gathered inexploration phase Select (an) ICT tool(s)that best address your T&L challenge ( identify their affordances . pedagogical models and instructional strategies they support). Design the prototype/intervention. 7. Overlapping Instructional strategy clusters Diverge towards promoting self-directed learning Dialogical ExploratorySupportiveConverge towards promotingauthentic learning 8. Critical design mapping questionsInstructional Pedagogic ICTstrategymodel affordance 9. Evaluation phase3Assess if the designed prototype/ intervention isuser friendly, valid & relevant to address the T&Lchallenge and instructional outcomes it isintended for Formative-done in the development stages of the prototype to judgethe strengths and weaknesses of the prototype-results are used torevise/refine the prototype /instruction to improve its effectivenessand appeal -expert reviews -one-on-one with colleagues -small group of students Summative done after the implementation of the prototype tomeasure the impact of the prototype on teaching and learning 10. Reflection phase 4Critically think of the experiences you wentthrough in the whole process of designing theprototype The design model Lessons learnt Possible applications of the prototype Lessons learnt in the whole process could be used to redesign the intervention or other new interventions