Learning design staff development
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Learning Design & Staff Development. IMS Learning Design (LD & ld) The importance of learning design Where we are now Where do we want to go? Ways to get there… A critical look. IMS Learning Design - Employs a Theatrical Metaphor. Exit, pursued by a bear.

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Learning Design & Staff Development

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Learning design staff development

Learning Design & Staff Development

  • IMS Learning Design (LD & ld)

  • The importance of learning design

  • Where we are now

  • Where do we want to go?

  • Ways to get there…

  • A critical look


Ims learning design employs a theatrical metaphor

IMS Learning Design - Employs a Theatrical Metaphor

  • Exit, pursued by a bear.

    • William Shakespeare, Stage direction in "The Winter's Tale"


Ims learning design

IMS Learning Design

  • An open technical specification, allows learning designers to model, in a generic, formal way, who does what, when and with which content and services in order to achieve learning objectives.

    • From: Olivier, B. & Tattersall, C., The Learning Design Specification, in Koper, R. & Tattersall, C. Eds. Learning Design: a handbook on modelling and delivering networked education and training, Springer, Berlin.


Ld scripting in order to reproduce

LD - Scripting in Order to Reproduce

ANTIGONUS.

“The day frowns more and more. Thou'rt like to have

A lullaby too rough; I never saw

The heavens so dim by day.[Noise of hunt within]A savage

clamour! Well may I get aboard! This is the chase;

I am gone for ever.”

Exit, pursued bya bear.

  • William Shakespeare"The Winter's Tale"

  • Role: Antigonus, bear

  • Activity: Speak, Exit

  • Environment - A Stage with Roles, Resources (props) and Services


  • An abstraction in order to share

    An Abstraction in Order to Share


    The importance of learning design

    The Importance of Learning Design

    • Shareable, abstracted, reproducible

    • Potential for reflection and CPD

    • Beyond CBT (multiplayer)

    • A ‘systems’ approach

    • More than content

    • Great potential when used LOs, VLEs, DRPs etc

    • But….


    Where we are now current practice 1

    Where We are Now - Current Practice 1

    • a student on a course will pass through the hands of different lecturers all teaching from their own notes, not working as a team from the same ‘script’.

      • fragmenting the learning experience and subject matter,

      • places a higher load on the student than is necessary

      • obvious barriers to ‘non-traditional’ students.

        - Example of Boyle and Trayner


    Where we are now current practice 2

    Where We are Now - Current Practice 2

    • “Many teachers do not possess a vocabulary for articulating and sharing their pedagogic strategies and designs with others, particularly beyond their cognate discipline areas”

      • (Beetham, 2004)


    Where we are now current practice 3

    Where We are Now - Current Practice 3

    • existing design skills are ‘embedded’, in a rich working context and therefore difficult to abstract in order to share themKoper

    • no large tradition of sharing learning designs in the UK outside specialists

    • A largely untrained workforce with modest IT skills Stiles

    • Organisational issues ignored in e-learning

    • No tradition of ISD in the UK


    Where do we want teachers to go

    Where do we want teachers to go?

    • Need to start talking about their pedagogic designs and strategies and tactics in order to share them, they need help and support in doing this

    • Sharing learning designs is a good practice with identifiable benefits…….leads us to what? and why?

    • A prognosis for improvement would require the move away from isolated individual teaching (the pedagogy of ‘me’) toward shared team-owned teaching activity (the pedagogy of ‘we’)


    Ways to get there

    Ways to Get There

    • Not just Pedagogy…

    • Integrated E-Learning

    • A lot to do…

    • Where we are =

      • Jochems, Merriënboer & Koper (2004)


    Ways to get there the pedagogy 1

    Ways to Get There - the Pedagogy 1

    • LD activity exists on a continuum

    • So where and how do you start?

    Embedded <……..Semi-Formal…….Formal-Narrative……..> Abstracted IMS LD


    Ways to get there the pedagogy 2

    Ways to Get There - the Pedagogy 2

    • You start where you are not where you would like to be…

    • Need to say why, have a reason…e.g.jobs! or QA

    • Time for top-down action! - core business ££££

    • Teachers need easy access to support

    • simple lo-tech approaches

      • Guides, Conceptual and Procedural tools

      • Stories, Diagrams, Checklists, Grids, Templates,

      • Examples, Case Studies, Advocacy

      • Accessible use of theory - Ramsden, Laurillard, Salmon


    Tools lo tech

    Tools: lo-tech


    Skills

    Skills

    • ‘Traditional’ problems

      • Aims/Outcomes

      • Assessment Criteria & Methods

      • Course/Curriculum Design

      • Maintenance and quality

      • Learning about teaching…culture & values

    • Thrown up again by:

    • Flexible,E & Blended Learning + new stuff


    A critical look

    A critical look

    • Not a tech problem!…integrate!

    • Learn the lesson of ‘Geronimo’s Cadillac’ !


    A critical look1

    A critical look

    • Stop labouring under the illusion that it is possible to capture everything we need to know about teaching and represent it in machine-readable form.

    • The future of e-learning will consist of humans, assisted by technical agents; operating and maintaining networked e-learning systems. Koper


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