learning design as a foundation for the future success of e-learning diana laurillard 2007 european...

Learning design as a foundation for the future

success of e-learning

Diana Laurillard

2007 European LAMS ConferenceUniversity of Greenwich5 July 2007

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OutlineOptimal use of technology depends critically on changing the

human and organisational factors involved - note the drivers and enablers we have to address

How might we accelerate the progress of learning afforded by

technology?

The education system has to act like a learning system - at

every level

Transforming teaching means enabling teachers to engage

in ‘CSCL’ and create ‘open teaching’

‘Design for Learning’ - a long-term programme



Requirements of Higher Education

Access to a world class higher education system for all

those with the potential to benefit High quality teaching, more personalisation of learning.

Expansion but no compromise on quality

Inclusive and flexible teaching and learning

Enhancing excellence in learning and teaching

Widening participation and fair access

Enhancing the contribution of HE to economy and society

Sustaining a high quality HE sector

Access to a world class higher education system for allthose with the potential to benefit

High quality teaching, more personalisation of learning.

Expansion but no compromise on quality

Inclusive and flexible teaching and learning

Enhancing excellence in learning and teaching

Widening participation and fair access

Enhancing the contribution of HE to economy and society

Sustaining a high quality HE sectorHEFCE strategy, 2006

DfES HE strategy, 2003

HE ambitions for learning and teaching

DfES 5-year strategy, 2005

Challenging ambitions - How does TEL help?

Personalisation

Flexibility

Inclusion

Quality

Expansion

Information, choice of topic & method, adaptivity

Choice of place, time, pace

Via personalisation and flexibility

As an aspect of personalisation, collaboration

Via greater productivity in the system? - innovation

TEL as a foundation for the future success of HE?

What does it take to innovate in teaching?

What are the human and organisational factors involved? What are the drivers and enablers already forming the context in

which innovation in TEL has to operate?

TeachersLeaders


• Strategic plans• Funding imperatives• Learner needs• Stakeholder demands• Career opportunities• Curriculum requirements• Assessment requirements• Quality standards

Drivers

We have to recognise that all these drive the work of teachers

Drivers = things you can’t ignore

TeachersLeaders

Enablers

• Training and development• Information & guidance• Shareable resources• Online communities • Learning design toolkits• Economic modelling• R&D on pedagogies• ICT systems and services• Rights and IPR advice

Enablers = things you can’t do without Drivers

Teachers need all these types of support for innovation


How might we accelerate the progress of e-learning?

Can the education system act like a learning system?

We could look at the learning process as a series of encounters between learner, teacher, and other learners.

Teacher/Lecturer Learner Other learner(s)

Concepts

What does it take to learn (formal learning)?

Answers

Productions

Ideas

CommentsQuestions

Comments

Ideas

The discursive level

We also need to represent the activities a learner undertakes when learning - such as practising, experimenting, investigating, discussing, reflecting, making, commenting, debating…


Task goal

Feedback

Revisions

Actions

Trial actions

Trial actions

The experiential level


So we could see these two aspects of the learning process in terms of a class presentation, or lecture, on the one hand:


Concepts Answers

Questions Productions

Ideas Comments

Ideas Comments

LECTURE OR CLASS PRESENTATION

FIELD TRIP OR PRACTICAL

… and a field trip, or practice exercise on the other:


Task goalFeedback

Actions Revisions

Trial actions

Trial actions

Discursive level

Experiential level




Concepts Answers Ideas

Comments

Actions Revisions

Adapt actions

Adapt actions

Adapt the Task practice environment

Action ideas


Task goalFeedback

Action ideas

Discursive level

Experiential level

Reflect




Comments

Actions Revisions

Adapt actions

Adapt actions


Action ideas

ReflectReflect


And for informal learning?

- the Conversational Framework for supporting the learning process

Task goalFeedback

Action ideas

Reflect




Comments

Actions Revisions

Adapt actions

Adapt actions


Action ideas

ReflectReflect

What does it take to learn (informal learning)?

The learning experience for informal learning

The Real World

- the Conversational Framework for supporting the learning process

Task goalFeedback

Action ideas

Reflect

Learner Other learner(s)


Ideas Comments

Actions Revisions

Adapt actions

Adapt actions

Action ideas

Reflect

What does it take to learn how to teach?

The Real World

Task goalFeedback

Action ideas

Teacher Other Teacher(s)

Teacher Other Teacher(s) Learners

The education system acting as a learning system

Reflect

Ideas, Comments

Adapt actions Adapt actionsReflect

What does it take to learn how to teach?

- interpreting the Conversational Framework for supporting the collaborative learning process

Plans, Learning designs

T’s expertise, understanding

Ts’ expertise, understanding

T’s practice Ts’ practice Learners

Learner needs

Learner actions

Teaching

Improved teaching

Ideas, Comments

Plans, Learning designs

Could it be a Computer-Supported Collaborative Learning process?

Transforming teaching means enabling teachers

to engage in ‘CSCL’ about innovation and the use

of e-learning

Who else should do this but the teaching

community?

How do we best support teachers in discovering

how to do learning design?



The JISC ‘Design for Learning’ Programme

How do we best support teachers in discovering how to

do learning design?

Ensure the process of designing, planning and orchestrating learning activities (‘design for learning’) in UK post-16 and higher education is based on sound pedagogic principles, is evidence-based and learner-centred;

Promote the development and implementation of tools and technical standards to support the process of design for learning;

Promote the sharing of expertise in design for learning, for example through sharing and re-use of effective pedagogic learning designs, use models or exemplars; and

Support the establishment of communities, services and resources to promote and sustain effective practice in design for learning.



Aims of the D4L Programme

Structure of the D4L Programme

Models of practice

Pedagogy Planner (Oxford)

Pedagogy Planner (London)

Learning design implementations








Support projects

Structure of the D4L Programme

Models of practice

Pedagogy Planner









Support projects

Linking the Pedagogy Planners

Learning design

Learning design structures: 3 forms of output

A shareable Learning Design = equals

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…text…

A shareable Learning Design = equals


…text…


…text…

A shareable generic format

plus

Shareable learning objects


…text…

A shareable Learning Design =

A shareable learning object…

…text…

A shareable generic format

plus

Shareable learning objects

The learning design programme will enable the teaching community to practice ‘open teaching’ ~

Exchanging learning designs

Adapting learning designs

Testing learning designs

~ Collaborating in the discovery of how to do learning design and how to incorporate e-learning

We are developing the enablers: what about the drivers??



Learning design as the foundation for the future success of e-learning

learning design as a foundation for the future success of e-learning diana laurillard 2007 european...

Documents

learning system

personalisation of learning

progress of learning

formal learning

learning process

high quality teaching

flexible teaching

education system act