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EFFECTS/ELT Seminar – April 2003

Designing and Implementing Learning Technology Projects – A Planned Approach Professor Mark Stiles and Dr Jenny Yorke Staffordshire University. EFFECTS/ELT Seminar – April 2003. Preamble. eLearning challenges roles Most course design is “ad-hoc” Support professionals not integrated

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EFFECTS/ELT Seminar – April 2003

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  1. Designing and Implementing Learning Technology Projects – A Planned ApproachProfessor Mark Stiles and Dr Jenny YorkeStaffordshire University EFFECTS/ELT Seminar – April 2003

  2. Preamble • eLearning challenges roles • Most course design is “ad-hoc” • Support professionals not integrated • Rationale for development unclear EFFECTS/ELT Seminar – April 2003

  3. Why a planned approach? • Some alternatives • ‘Lone Ranger’ (Bates) • Why? • Funding models, academic freedom, tradition, enthusiasts • Why not? • Delivery late, different or fails. • Workload. • Unrealistic expectations, creeps. • Monitored? Evaluation? Local benefit. EFFECTS/ELT Seminar – April 2003

  4. Why a planned approach? • Academic team + support • Why? • Acceptable to academics - retains freedom • Academics freed from technological tasks • Facilitates expertise development of support staff • Why not? • Delivery late, different or fails • Workload • Unrealistic expectations, creeps • Monitored? Evaluation? Local benefit • Support staff not involved in whole process – expertise constrained EFFECTS/ELT Seminar – April 2003

  5. Why a planned approach? • The ‘CAL’ approach (from ITTI etc) • Why? • Experts with identified roles • Possibly easier to manage • Why not? • Isolation of roles • Different cultures and languages • Development of expertise constrained to team • Lack of shared agenda EFFECTS/ELT Seminar – April 2003

  6. What is a Planned Approach? • Integrative • People, processes, institutional context • Focussed • Why? • Learner requirements • Practical • What, Who, is involved? How? • Learns • Evaluates, feeds back to all, improves EFFECTS/ELT Seminar – April 2003

  7. A Planned Approach – added value • Better courses – more efficiently • Ensures institution benefits • Sustainable eLearning • Better learning experiences EFFECTS/ELT Seminar – April 2003

  8. A Simple Model - ADDIE • Analyse • define ‘it’, who, what, needs, options • Design • match learners, outcomes, pedagogy, and technology to create course design • Develop • learning activities, assessment methods, media…. • Implement • ‘deliver’ to learners • Evaluate • at all levels: learner, development team, institution EFFECTS/ELT Seminar – April 2003

  9. Feasibility • Is it needed? • Can it be done? • Can we afford it? EFFECTS/ELT Seminar – April 2003

  10. Institutional Processes • Need a clear view of: • Approval mechanisms for course developments • Requirements for validation • Quality assurance procedures • Support for development and delivery • Costing/charging models • Assessment regulations • Enrolment procedures • VLE administration and support • Procedures for course end • Procedures for academic monitoring and teaching quality EFFECTS/ELT Seminar – April 2003

  11. Learners • Market? • But who are they? • How prepared? Needs? Expectations? • Learner autonomy • and eLearning • characteristics and levels EFFECTS/ELT Seminar – April 2003

  12. Learning Transitions, Context & "Culture" EFFECTS/ELT Seminar – April 2003

  13. Pedagogic Options • Three factors – learner, tutor and learning strategies • What is the “position” of the learner? • What is the “position” of the learning outcomes? • What strategies will provide maximum progress across “transitions” EFFECTS/ELT Seminar – April 2003

  14. Pedagogic Options - examples • Lectures – Homework – Exam • Lectures – Assignments – Tutorials – Exam • Problems – Groups – Mentoring – Assessed • Question – Resource Guidance – Tutor Led Discussion - Assignment • Question – Resource Guidance – Tutor Led Discussion – Peer Discussion – Reflection - Assignment • Problems – Assessed EFFECTS/ELT Seminar – April 2003

  15. ‘Delivery options’ • Review periodically to keep up to speed • Blended? E? F2F? • Blended choices • What mode, when, why • E.g. f2f then E; f2f and E • ‘Tools’ – what might you use? why? • Discussions, email, chat, whiteboard… • Finding resources • Group work – discussion? artefact? • Sharing resources • Feedback, assignments, testing EFFECTS/ELT Seminar – April 2003

  16. Ensuring Integration • Ownership by all • Right people - at the right time • Right roles - shared context • Right communications - institutional context • Right management • Right level of ownership EFFECTS/ELT Seminar – April 2003

  17. Producing an outline plan • Purpose – institutional; Course rationale • Scope – bounds prevent ‘creep’ • Phases – staged development? Stage phases • Timescales – imposed? external? • Responsibilities – broad, + scale • ‘Soft’ deliverables – e? or blended, pedagogic approach? • Assumptions, risks, constraints EFFECTS/ELT Seminar – April 2003

  18. The Design Process • An Output Driven Approach: • What is the point of the course? • Develop clear outcomes • What activities will help learners: • Develop the outcomes, and/or • Demonstrate the outcomes • What resourcing do the activities need? EFFECTS/ELT Seminar – April 2003

  19. The Design Process • Output from course design should be: • Course structure • Activities • Assessments • Resources • Choices of tools and systems • Induction for learners – WHY as well as how • Using this and the outline development plan, produce full plan with detailed components and scheduling EFFECTS/ELT Seminar – April 2003

  20. Development and Implementation • Implementing the Plan! Developing the course • Pre-planning – eases this stage, but… EFFECTS/ELT Seminar – April 2003

  21. Development and Implementation • Monitor progress • On schedule? Right direction? Quality? • Reality check • Did you get ‘it’ right? - Formative evaluation • Record effort • What is actually involved? Real cost? • Corrective action – justified • Restore direction? Or change it? EFFECTS/ELT Seminar – April 2003

  22. Development and Implementation • Quality Requirements • Support and information • Who, what, when, how, how long? • Usability – ease of use • Accessible, clear, consistence, readable? • Accessibility • Equity of access, participation, outcomes • IPR clearance • Its got to be done! EFFECTS/ELT Seminar – April 2003

  23. Development and Implementation • Preparing for Delivery • Staff development • Online tutoring. Practice. Confidence • Support infrastructure, service levels • Joined-up support, reporting mechanisms • A traditional problem • All committed? All understand? • Organisational procedures • Enrolment? Quality? • Assessment • How? Special procedures? What? Recording marks • Marketing • Now. Or earlier? www opportunity EFFECTS/ELT Seminar – April 2003

  24. Implementation (Delivery) • Reality Check • Ready to enrol? • Final Quality Assurance? • Support in place? • Deliverers in place? EFFECTS/ELT Seminar – April 2003

  25. Implementation (Delivery) • The “Kick Off” • Enrol • Induct • Ensure Access • Late comers & Drop-outs EFFECTS/ELT Seminar – April 2003

  26. Implementation (Delivery) • The Steady (!) State - Deliver Course • Manage group work • Set up and initiate activities • Feedback • Assessments • Monitoring, Supporting, Guiding and Mentoring EFFECTS/ELT Seminar – April 2003

  27. Collaborative & Group Working EFFECTS/ELT Seminar – April 2003

  28. Collaborative & Group Working • Issues • Fairness • Passengers • Group Failure • Appropriateness • Learner Skills • Group Size EFFECTS/ELT Seminar – April 2003

  29. Set up & initiate activities • make clear • your expectations • timescales • formative or summative • mode of submission • how feedback will be given EFFECTS/ELT Seminar – April 2003

  30. Feedback • Should have planned feedback for each activity at the design stage • Ensure “service levels” are adhered to EFFECTS/ELT Seminar – April 2003

  31. Assessment & Group Work • Peer Assessment - higher learner acceptance when used to mitigate tutor grades • Monitoring - if learners confident that tutors are monitoring as part of assessment, concerns are reduced • Formative/Staged Assessment - learners produce evidence at stages during activity -this will boost confidence. EFFECTS/ELT Seminar – April 2003

  32. Monitor, Support, Guide & Mentor • Which are you doing? • Why and what are you monitoring? • How will you respond to individuals’ problems? • How will you deal with difficult individuals? • Peer support is a powerful tool EFFECTS/ELT Seminar – April 2003

  33. Thank you • m.j.stiles@staffs.ac.uk • j.m.e.yorke@staffs.ac.uk EFFECTS/ELT Seminar – April 2003

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