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ALT Webinar: The Art and Science of Learning Design

ALT Webinar: The Art and Science of Learning Design. Valérie Emin-Martinez, Helen Walmsley, Michael Derntl, Liz Masterman, Luis P. Prieto, Yishay Mor, Caroline Greves, Martin Hawksey. Supplement 1, 2013 - The art and science of learning design http://goo.gl/vqwVo6 9 papers, 22 authors.

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ALT Webinar: The Art and Science of Learning Design

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  1. ALT Webinar: The Art and Science of Learning Design Valérie Emin-Martinez, Helen Walmsley, Michael Derntl, Liz Masterman, Luis P. Prieto, Yishay Mor, Caroline Greves, Martin Hawksey

  2. Supplement 1, 2013 - The art and science of learning design http://goo.gl/vqwVo6 9 papers, 22 authors

  3. Learning Design? “devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation.” Mor & Craft, 2012 http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19196/html

  4. Isn’t that what we call teaching? Yes, but • The practice of education is invisible • Design knowledge is tacit • Educators are “Lone rangers”

  5. Need to share, critique, remix Practice Language Tools

  6. Practice • Epistemic practices (how we learn) • Pedagogical practices (how we teach = how we enable others to learn) • Design practices (how we support better pedagogical / epistemic practices)

  7. Language • How do we represent practices? • Textual • Graphical • Computational • How do we talk about design? • How do we connect with other fields of knowledge?

  8. Tools To allow us to • Author • Manipulate • Share • Improve • Remix • Implement .. Our design knowledge

  9. The Learning Design grid http://www.ld-grid.org/ STELLAR Network of Excellence Theme team • Resources • Workshops

  10. ASLD workshop http://www.ld-grid.org/workshops/ASLD11

  11. Designing and evaluating representations to model pedagogy Liz Masterman & Brock Craft

  12. The grand challenge: Language • How do we define the key concepts in a precise and coherent manner? • How do we present them to practitioners in an intuitive and accessible form? → ‘Epistemic efficacy’: fitting representations to… • Learning design concepts and relationships • The task of design • Reasoning and ‘problem-solving’ • Characteristics of users …in a tool that is easy to learn and use Peterson, D., (ed.) (1996) Forms of Representation: An interdisciplinary theme for Cognitive Science, Intellect, Exeter.

  13. Learning Design Rashomon II: exploring one lesson through multiple tools Luis P. Prieto and Michael Derntl The Art and Science of Learning Design Webinar 19 Nov 2013

  14. The main idea • Wrap-up the technological tools for learning design available → companion “Rashomon I” for conceptual tools • Goal: aid researchers and practitioners in choosing the tool that best fits them • How? Look at a learning design from different perspectives • Use different tools to model a rich technology-enhanced learning scenario (inquiry-based learning, based on nQuire) • Analyze differences, difficulties encountered, etc.

  15. The tools • Learning designer (for teachers, formal learning concepts, visual analytics) • CADMOS (for teachers, design courseware and enact in learning platform) • Web Collage (for teachers, collaborative learning activities, design through patterns) • ScenEdit (for teachers, design blended learning scenarios, emphasis on intentions) • OpenGLM (see next)

  16. Example tool & solution: OpenGLM OpenGLM = Open Graphical Learning Modeller • Open source toolkit for visual IMS Learning Design authoring • Connects to open repositories on the Web: • Open ICOPER Content Space (OICS) • METIS Integrated Learning Design Environment (ILDE) • Offers design templates • Target audience: experienced learning designers (terminology, design/runtime abstraction, etc.) Issues: • Made for computer-managed learning environments • Cannot represent physical artifacts & devices • Granularity of activities unclear (esp. with multiple roles) • plus issues for non-IMS LD experts

  17. Discussion • Some results of comparing the different “perspectives” • Different tools for different audiences (teachers, designers) • Different tools for different pedagogical specialties (collaborative, online, blended) • Difficulties in modelling physical resources • Different ways of going to the implementation of the design (manual, via IMS-LD, via GLUE!-PS) • No “silver bullet”, rather ecosystem of tools for different purposes

  18. Current and future directions • METIS project (EU Lifelong Learning Programme) • First steps into supporting this ecosystem and communities of teachers designing and sharing through different tools • METIS Integrated Learning Design Environment (ILDE) • Web Collage, OpenGLM, CADMOS, many conceptual tools supported by ILDE • Source code and interfaces will be open for other tools to be included • Instantiation on various VLEs via GLUE!PS • Recently completed pilot workshops successfully • ScenEdit and ISiS principles will be integrated in the new version of the LMS Claroline ilde.upf.edu

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