Integrative Learning Design Framework (ILDF) for online learning for the CHECET -2013

Eunice IvalaRita Kizito

Prepared for the CHEC Emerging Technologies Course April 2013

Instructional Designer

1. Exploration

2. Enactment

3. Evaluation

4. Reflection

Adapted from Dabbagh and Bannan-Ritland (2005)

Integrative Learning Design Framework (ILDF) for online learning

The ILDF framework

A constructivist-based instructional design model that offers a systematic process of online learning development.

A design process in which views and feedback from all participants in the design, development and implementation process are considered.

End products ( interventions) which are based on the needs and perspectives of all role players - students as well as the experiences and epistemological convictions of the developer/designer.

The model is organized in four phases:

› All the phases draw from and support each other.

1• Exploration

2• Enactment

3• Evaluation

4• Reflection a phase added by the facilitators of the

CHECET Emerging Technology course.

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 ?

1

Investigate the context within which the online learning activity will be designed and implemented

› Teacher and learner needs.› Teaching and learning challenges.› Theory and instructional strategies used to (identify

problems/gaps/opportunities).› Social, cultural and organisational factors that may

constraint design, development and implementation.› Designer beliefs, attitudes, biases, experience,

assumptions, educational philosophy.› Literature review on ICTs available, their affordances and

the pedagogical models and instructional strategies they support.

con

text

Exploration phase

Enactment phase 2

Informed by all the information gathered in exploration 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.

desig

n

Overlapping Instructional strategy clusters

Converge towards promoting authentic

learning

Supportive

ExploratoryDialogical

Diverge towards promoting self-directed learning

Critical design mapping questions

Instructional strategy

Pedagogic model

ICT affordance

3

Assess if the designed prototype/ intervention is user friendly, valid & relevant to address the T&L challenge and instructional outcomes it is intended for Formative-done in the development stages of the prototype

to judge the strengths and weaknesses of the prototype-results are used to revise/refine the prototype /instruction to improve its effectiveness and appeal-expert reviews-one-on-one with colleagues-small group of students

Summative – done after the implementation of the prototype to measure the impact of the prototype on teaching and learninge

valu

at

e

Evaluation phase

4

Critically think of the experiences you went through in the whole process of designing the prototype

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

refl

ect

Reflection phase