constructing high quality learning environments using learning designs sue bennett n.
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Constructing High Quality Learning Environments using Learning Designs Sue Bennett. University of Wollongong. Medium-sized regional university (15,000 students) Research strength in educational technology Centre for research in Interactive Learning Environments (RILE)

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university of wollongong
University of Wollongong
  • Medium-sized regional university (15,000 students)
  • Research strength in educational technology
    • Centre for research in Interactive Learning Environments (RILE)
    • Telecommunicationsand InformationTechnology ResearchInstitute (TITR)
    • Smart Internet Technology Cooperative Research Centre (SIT-CRC)
began with learning objects
Began with ‘learning objects’

Form:

Size/Granularity:

non-digital & digital

digital

small

resources

large

resources

Purpose:

instruction inherent in LO

facilitates a learning objective

support learning

learning object rationale reuse
Assumptions

Teachers want to use (other people’s) learning objects

Learning object rationale: ‘reuse’

Gap

  • Little evidence for “reuse”
  • Cultural and practical factors
learning object rationale reuse1
Assumptions

Teachers want to use (other people’s) learning objects

Learning object rationale: ‘reuse’

Gap

  • Little evidence for “reuse”
  • Cultural and practical factors
  • Teachers will be able to find learning objects they want
  • No single metadata standard for search/retrieval
  • Range of applications of metadata
learning object rationale reuse2
Assumptions

Teachers want to use (other people’s) learning objects

Learning object rationale: ‘reuse’

Gap

  • Little evidence for “reuse”
  • Cultural and practical factors
  • Teachers will be able to find learning objects they want
  • No single metadata standard for search/retrieval
  • Range of applications of metadata
  • Teachers will know how to use learning objects
  • Teachers need support but as yet there are few support tools available
project aims
Project aims
  • Develop a framework to guide the reuse of learning objects to create pedagogically sound online learning environments
  • Create and investigate tools to support teachers design processes and decision-making
  • Investigatestandardsthat can support the tools and process
vision
Vision

Smart Learning Design Framework

Learning Object

Learning Object

Learning

Designs

Learning Object

Learning Object

vision1
Vision

Smart Learning Design Framework

Learning Object

Learning Object

Learning

Designs

Learning Object

Learning Object

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vision2
Vision

Smart Learning Design Framework

Learning Object

Learning Object

Learning

Designs

Learning Object

Learning Object

MPEG -21

Unit of Study (multiple formats)

learning designs
Learning designs

Resources

Tasks

Supports

Learning Outcomes

learning designs project
Learning Designs Project
  • A way to describe the design of a learning experience (the pedagogy) with ICTs
  • Facilitate communication amongst educators = ‘pedagogical patterns’ or ‘design patterns’
  • Serve as model or template to guide ‘good practice’
representation
Representation
  • Learning sequence as a representation of a learning design
  • Designer identification of task, supports and resources
  • Formalism as a visual representation of tasks/ supports and resources
the learning design web site
The Learning Design Web Site

www.learningdesigns.uow.edu.au

further investigations
Further investigations
  • School teachers’ use of problem-based learning design (Webquest)
  • University teachers’ use of problem-based learning design (Explore, Describe, Apply)
  • Application profile for Australian higher education community
  • Integration with learning management system (Janison Toolbox LMS)
conclusion
Conclusion
  • Does not eliminate the need for academics to have an understanding of contemporary learning theories and their applications
  • But provides teachers with a scaffold to help them design high quality learning environments without investment of excessive amounts of time
  • Focus on helping teachers apply their professional and disciplinary knowledge
slide21
Contact:

Dr Sue Bennett

Faculty of Education

University of Wollongong

sue_bennett@uow.edu.au