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A Practitioner-Focused Environment to Support Design for Learning

A Practitioner-Focused Environment to Support Design for Learning. Marion Manton, David Balch, David White Technology-Assisted Lifelong Learning Liz Masterman Learning Technologies Group University of Oxford. Working title: Phoebe.

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A Practitioner-Focused Environment to Support Design for Learning

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  1. A Practitioner-Focused Environment to Support Design for Learning Marion Manton, David Balch, David WhiteTechnology-Assisted Lifelong Learning Liz Masterman Learning Technologies Group University of Oxford

  2. Working title: Phoebe “Goddess of Wise Counsel, Thoughtful Replies and Snappy Answers” (http://www.godchecker.com/pantheon/greek-mythology.php?deity=PHOEBE)

  3. Overview • The planning tool in context • Rationale • Design principles • Dovetailing with other projects • Key issues

  4. The tool in context • Learning activity authoring + learning activity realisation • Planning is part of LAA but can’t be dissociated from LAR

  5. The tool in context • Learning activity authoring + learning activity realisation • Planning is part of LAA but can’t be dissociated from LAR • A complex domain with relatively consistent elements

  6. The tool in context • Learning activity authoring + learning activity realisation • Planning is part of LAA but can’t be dissociated from LAR • A complex domain with relatively consistent elements • Everybody plans… (in a more or less formal manner) …but processes and outputs may vary

  7. The tool in context • Learning activity authoring + learning activity realisation • Planning is part of LAA but can’t be dissociated from LAR • A complex domain with relatively consistent elements • Everybody plans… (in a more or less formal manner) …but processes and outputs may vary • Planning is an inherently social activity • Share process and/or products

  8. Setting the context ”Every teacher, tutor or instructional designer has his or her individual view on learning, expressed as a ‘pedagogy in use.’ Such a personal theory of learning can be aligned with one, or influenced by many pedagogical theories from literature, but are to a large extent dependent on personal experiences and preferences of learning.” (Magnusson and Svensson, 2001) “Maybe it’s going to be difficult to develop a single software tool kit that suits everybody’s preferences for planning learning (paper based, software or a mixture of both!) and maybe it could be useful to develop flexible software tools that support teachers through the ‘process’ and stages of designing for learning…” (Participant in LD Tools project, 2005)

  9. Rationale • Make a complex domain accessible to a wider audience • Build on the “Effective Practice” materials • Support current practice while pointing towards the future • Develop new pedagogical approaches while still using familiar planning tools • New LD tools not yet widely used; output code only • Successful IT projects reflect and build on practice

  10. Design principles • A wiki-cum-blog based on existing open source tools • Practitioner-focused • Guidance and support for the planning process • Raising awareness of new uses of technology • Support for collaborative planning • Flexible tool • Guided path or self-directed exploration

  11. Different routes to access materials

  12. Design principles • A wiki-cum-blog based on existing open source tools • Practitioner-focused • Guidance and support for the planning process • Raising awareness of new uses of technology • Support for collaborative planning • Flexible tool • Guided path or self-directed exploration • Access to innovation in a context where it is meaningful

  13. Design principles • A wiki-cum-blog based on existing open source tools • Practitioner-focused • Guidance and support for the planning process • Raising awareness of new uses of technology • Support for collaborative planning • Flexible tool • Guided path or self-directed exploration • Access to innovation in a context where it is meaningful • Flexible output • Plans to suit one’s preferences • Plans to meet institutional requirements • Plans to share with others • Plans to output into learning design systems (future)

  14. Dovetailing • Harvest outputs from previous projects: • LADIE, DialogPlus • Paper-based templates, mapping tools, planners • LD Tools: accounts of actual practice, forms of representation • Mod4L: • Harvest outputs • Share input from practitioners) • Complement LKL Project • Implementation and evaluation projects: • Harmonise Phoebe output with their input • Harvest learning designs, case studies etc. • Support • Hosting exemplars

  15. Key issues • Produce a tool that practitioners find usable, useful and relevant • Act on messages from the “Effective Practice” evaluation • Focus on the target audience • Sector • Level of experience • Determine context of use • Everyday practice and/or • Staff development • Tame the materials: • Volume • Access: direct links to resources, not Websites

  16. Conclusion • Design for learning is a complex domain but consistent across sectors and disciplines • To be useful, a pedagogic planner must address current practice and needs while showing way to future • Provide inspiration and ideas • Provide the option to plan within the tool or using their familiar tools • Eventually dovetail into new generation of managed learning environments • Aim to make as natural to use as Google

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