Part 1: Design for Learning: an online workshop by the EDIT4L project

1. Part 1: Design for Learning: an online workshopby theEDIT4L project JISC Online, June 11-12 2007 DPT part 2 LAMS part 3

2. EDIT4L - mission • Ultimately this project is about improving the quality of learning and teaching at all levels within tertiary level education. • The aim is to demonstrate that, in appropriate learning scenarios, improvement is both possible and viable for busy educational professionals.

3. What is EDIT4L? • …Evaluation of Design and Implementation Tools for Learning • One of the JISC funded Design for Learning (D4L) projects • 1 model of practice • 2 pedagogic planners • 5 implementation *** includes EDIT4L • 4 technical development • 1 support JISC list of all projects

4. EDIT4L aims • To evaluate the application of the DialogPlus Toolkit (DPT) and Learning Activity Management System (LAMS) for the development of learning design skills of FE/HE teachers • through workshops at Southampton, Warwick and nationally • To evaluate the use of the tools • through participants using DPT to design a learning activity and LAMS to create it • To evaluate the impact of the workshops / tools and disseminate the findings

5. EDIT4L Partners • Learning & Teaching Enhancement Unit • University of Southampton (lead partner) • Karen Fill & Paul Riddy • Centre for Academic Practice • University of Warwick • Graham Lewis & Mark Childs

6. Workshop process / your tasks • Complete this section then review the slides describing DPT and LAMS • the background will help you with the design process • Design a Learning activity using DPT • self-registration • Instantiate it using LAMS (or another application) • you have been pre-registered • Give brief feedback using the online forms, on the • workshop process • usability of the tools • interest in further use of the tool • Join in the discussions A summary diagram is available from the workshop page

7. EDIT4L – overview of the tools • DialogPlus toolkit (DPT) • Learning Activity Management System User guides can be downloaded from the workshop web page

8. Initial findings • On the tools • will be presented post workshop via the website, to avoid any colouring of workshop participants impressions • Some issues and questions follow -

9. Issues • 1) Changes in partner institutions • Up-dating of Initial Entry courses following discussions with staff and achools, and publication of HEA professional standards framework • Re-organisation of partner institutions Educational Development (EdDev) units • Stability of staff members • 2) Take-up of workshops Some of the issues and questions in this and later slides will be raised in the workshop discussion forum

10. Questions • 1) What is Design for Learning? • 2) What is the role of Initial Entry courses in developing educational design skills • Independent of technology • Using technology • 3) How much interest is there in design for learning? • 4) What tools do educators want, and what would they use?

11. Design for Learning: an online workshop by theEDIT4L projectPart 2: Creating effective learning activities with the DialogPlus Toolkit JISC Online, June 11-12th 2007 Intro part 1 LAMS part 3

12. Creating effective learning activities • This part of the workshop gives you the opportunity to design your learning activity using the DialogPlus toolkit (DPT). It’s important to go through a design process before you move onto building your activity using LAMS. ….first some background information, jump to slide 20 if you want to skip this

13. Part 2: The DialogPlus Toolkit (DPT) A guidance toolkit for learning activity designers developed at the as part of the DialogPlus project

14. Background Concern about “a gap between the potentialof the technologies and applicationof good pedagogical principles” in computer based learning and teaching. Professor Gráinne Conole, LTSN Conference, Belfast, 31st August 2004

15. What is a Toolkit? e.g. Oliver & Conole’s Media Adviser Toolkits Frameworks (less restrictive) e.g. Salmon’s e-moderating framework, Laurillard’s conversational framework Wizards (more restrictive) e.g. Install Software Wizards PowerPoint template

16. Development A small team designed and developed the web-based toolkit to • help practitioners make theoretically informed decisions about the development of learning activities • store learning activity designs for adaptation and reuse • advance understanding of good practice in elearning.

17. Learning Activity

18. Context

19. Learning and teaching approaches

20. Tasks

21. Benefits of using DPT • A guided process that encourages users to think in a systematic way about important design elements in a learning activity • Storage of designs • As works in progress • Completed (sharing, repurposing) • Output of designs • Print or IMS-LD

22. Using DPT summary - designing a nugget

23. Designing a learning activity sequence • Please look through the slides on LAMS first • Follow the link from the conference workshop page to take you into DialogPlus. Experience shows that users gain a much better understanding of the design tool and process if they follow the steps given in the DPT user guide, available from the conference workshop page. • Slides with reference information are at the end of the powerpoint

24. Design for Learning: an online workshopby theEDIT4L projectPart 3: Authoring in LAMS (1) JISC Online, June 11-12 2007 Intro part 1 DPT part 2

25. Authoring in LAMS • This part of the workshop gives you the opportunity to author a Learning Activity sequence using LAMS. You should have previously designed your activity using the DialogPlus toolkit, but if you haven’t feel free to continue. …first some background

26. LAMS • is an environment for creating sequences of learning activities and managing their use • is a Learning Design inspired software tool • People participate in activities • A number of roles are possible • Activities are built around the use of resources

27. LAMS • provides an easy to use interface for each role • activities • are created from a number of design tools • these • allow easy use of online resources • provide for real-time peer group discussions • allow the tutor to observe and join the discussions (in real time)

28. LAMS roles, each has a working environment / space • Learner • work within a “class” to which are assigned activity sequences (AS) • Author • build AS • Monitor • attach AS to classes and enable working sessions. • monitor progress of class members, participate in discussions • (Administrator) • user and class administration • system admin

29. Activity window Progress map Notepad LAMS learner environment

30. Transition line Tools LAMS Authoring environment

31. Beginning with LAMS • LAMS has an extensive built-in user guide • Interactive tutorials available from: • http://www.lamsinternational.com/documents/1.0/winks/ • Overview, Learner and Monitor, Authoring and the LAMS community • these are useful resources which walk through using a LAMS sequence, guided by audio annotations (based on a sequence on what makes an excellent teacher) • LAMS usage guides • http://www.lamsinternational.com/documentation/usage.php

32. Beginning with LAMS (cont) • Download the EDIT4L LAMS Beginners guide - available from this workshop webpage • Follow sequence on next slide

33. Using LAMS in EDIT4L summary building an activity sequence

34. LAMS in EDIT4L • Please • Fill in online questionnaire, linked from workshop page • What did you like? • What would you like to see implemented differently? • Other comments? • Record experiences / discuss related questions in the workshop forum • To use your sequence outside of this workshop please contact Paul Riddy to discuss the process

35. General references • Evaluating the Quality of eLearning Resources. Riddy, P and Fill, K Networked Learning, April 2004 • Evaluation of the Practitioner Trial of LAMS:Final Report. Masterman, L., and Lee, S.D. (2005), http://www.jisc.ac.uk/uploaded_documents/LAMS%20Final%20Report.pdf • Making the Institutional Business Case for Introducing Learning Design Tools, Gayle Calverley, JIME 2005, http://www-jime.open.ac.uk/2005/16

36. General references (cont) • Embedding learning technology institutionally: Snr mgt, JISC briefing paper, 2003 http://www.jisc.ac.uk/publications/publications/pub_smbp18embeddinglearningtech.aspx • JISC Design for Learning programme information, 2006 http://www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_designlearn.aspx

37. DPT references • Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1-2), 17-33. • Conole G. and Fill, K. (2005). A learning design toolkit to create pedagogically effective learning activities. Journal of Interactive Media in Education, 2005/08. • Laurillard, D. (2002). Rethinking University Teaching (2nd ed.). London: RoutledgeFalmer.

38. DPT references (cont) • Mayes, T. and De Freitas, S. (2004). 'Review of e-learning theories, frameworks and models', JISC-funded report on e-learning models. • Oliver, M. & Conole, G. (2000). Assessing and enhancing quality using toolkits. Quality Assurance in Education, 8/1, pp. 32-37 • Salmon, G. (2004). Emoderating: The key to teaching and learning online. London: Taylor and Francis Books.

39. LAMS resources • LAMS Foundation • http://lamsfoundation.org/ • LAMS publications etc • http://www.lamsinternational.com/CD0506/html/resource/index.html • LAMS conference 2006 blogs • http://lams.edublogs.org/

40. LAMS latest • LAMS news • LAMS eLC • Combination of LAMS system and Learning Activities (LA) library • The LA library contains activity sequences mapped to the National Curriculum key stages 1 & 2 • Updated version of LAMS 2 released Dec 06 • Many new features • http://wiki.cetis.ac.uk/uploads/9/91/CETIS.PedagogyECSIG.Apr07.ppt