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Reusable Learning Designs: information and communication technologies and their role in flexible learning. Core Team: Barry Harper, Ron Oliver, John Hedberg & Sandra Wills. project aims.

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Reusable Learning Designs: information and communication technologies and their role in flexible learning

Core Team: Barry Harper, Ron Oliver, John Hedberg & Sandra Wills

project aims
project aims
  • to maximise opportunities for university teachers to create high quality, flexible learning experiences for students
  • to create reusable resources based on generic learning designs
  • to facilitate uptake of the learning designs by Australian university teachers by offering these resources via a web site
project strategies
project strategies
  • identify learning designs which contribute to high quality learning experiences
  • select learning designs which have potential for redevelopment as reusable templates
  • produce a redevelopment plan and costing
  • undertake the development of some learning designs in a generic form
  • develop a series of guidelines for good practice in the use of the templates in new contexts
project participants
project participants
  • core team
    • Barry Harper, Ron Oliver, John Hedberg, Sandra Wills, and Shirley Agostinho (project manager)
  • research team
    • Jan Herrington, Catherine McLoughlin, Lori Lockyer, Gary Hoban
  • international reference group
    • Tom Reeves, Betty Collis, John O'Donoghue, Peter Twining, Erik Duval, Chuck Schneebeck, Curtis Bonk
  • AUTC steering committee
    • Shirley Alexander, Diana Laurillard, David Rich, Sue Johnston
project overview
project overview
  • learning designs

student learning experiences: may be at the level of a whole course, program, subject, or modules

  • high quality learning experiences

experiences which encourage students to seek understanding and which encourage the development of lifelong learning skills

  • flexible learning

meets the diverse needs of students, focuses on how ICT can be used for flexible opportunities for students

project deliverables
project deliverables
  • Milestone One (May 2001)
    • development of the evaluation and redevelopment framework (ERF)
  • Milestone Two (November 2001)
    • identification and documentation of learning designs that foster high quality learning experiences
  • Milestone Three (June 2002)
    • development of a selected number of learning designs in a generic form to at least prototype stage.
  • Milestone Four (December 2002)
    • development of learning designs in a generic form, development of good practice guidelines in Web format
the project challenges
the project challenges
  • to understand learning designs
  • to articulate these ideas
  • removing context whilst retaining the essence
  • learning designs and learners
  • creating guidelines for non-expert teachers
  • managing one size fits all
our learning process
our learning process
  • learning designs
  • quality indicators
  • developing a common language
  • a framework for learning designs
  • describing learning designs
  • describing generic forms
constructing the erf
constructing the ERF
  • David Boud and Michael Prosser wrote a background document with four focus areas:
    • how do learning activities support learner engagement?
    • how does the learning design acknowledge the learning context?
    • how does the learning activity seek to challenge learners?
    • how does the learning activity provide practice?
constructing the evaluation framework
constructing the evaluation framework
  • workshops were held with key members of the project to:
    • review the application of the principles to a real evaluation task
    • revise the question list to make it usable as an evaluation instrument (v1)
    • several groups applied the instrument to two learning designs to refine the instrument
    • a second workshop was held with a role play of the review process (v2)
    • a third version of the instrument was produced for distribution to groups of evaluators (v3)
modifications to the erf
modifications to the ERF
  • the original version started with many questions as Boud and Prosser had provided 5-6 questions under each topic
  • missing elements were:
    • assessing the technology and
    • how technology was employed
  • each reviewer was asked to identify the key attributes of the learning design
final version of the erf
final version of the ERF
  • a three stage process —
    • submission — some of the attributes are identified and documentation is collated
    • review process — conducted by a team of two or more evaluators who seek to define the attributes and reusable 'pieces' of the design
    • decision to redevelop the 'pieces' — new knowledge domains, new components, new combinations, templates or guidelines
project participation
project participation
  • 52 learning designs submitted
    • diversity of learning outcomes
    • variety of ICT
    • range of discipline areas
    • documented quality
  • 64 volunteer evaluators
step through of process
step through of process
  • identify the key attributes which make it a good example
  • identify what can be shared with others
  • two examples Virtual Records a web-based simulation for communications students and Mathematics Assessment a CD-ROM that can be used as a common web shell
challenges at this point
challenges at this point
  • isolating learning design from context?
  • level of granularity?
  • particular teacher dependent?
  • design reusability?
  • identifying key attributes?
  • generic templates or shells?
  • judging transferability to other domains?
  • dissemination and supporting change?
learning designs
learning designs
  • fifteen learning design exemplars identified from ERF for redevelopment
  • documentation of designs for access by higher education instructors-
      • exemplars, (aprox 30 rich descriptions)
      • Guidelines and templates
      • Tools (to support learning design implementation)
      • representation of elements of a design
  • frameworks to conceptualise and represent designs
  • represent as web environment
exemplars
exemplars
  • rich descriptions of learning designs incorporating the “voice” of the designer/s and the evaluators
  • context of Boud and Prosser principles embedded
  • each accompanied with its own learning design sequence.
  • descriptions can serve as implicit guidelines.
guidelines
guidelines

The generic learning design abstracted from the exemplar and described in detail. Implementation tips and advice on how to develop a similar learning design are included.

tools
tools

Software tools: Generic software tools (with accompanying documentation for use) developed to facilitate the reuse of particular learning designs.

learning design frameworks
learning design frameworks

Purpose-

  • to ensure coverage of range of strategies, investigate clustering of similar designs from our exemplar pool and to facilitate user access

Process

  • Grounded learning design categorisation
  • Literature review of learning design categorisation
  • Development of learning design categorisation frameworks
learning design frameworks21
learning design frameworks
  • A framework for representing problem based strategies
    • Rule focussed learning design: The focus is to apply standard procedures and rules in a solution.
    • Incident focussed learning design: The focus is to reflect and make decisions based on actions and events.
    • Strategy focussed learning design: The focus is to develop strategy; tasks require strategic planning.
    • Role focused learning design: The focus is to understand and appreciate the issues, processes and interactions of complex, non-predictive situations by participating as a player in a setting which models a real world application.
  • Outcome- enabled project team to ensure breadth of examples & identify ‘gaps’ in exemplars, BUT not effective for access
learning design access
learning design access
  • Discipline/ focus/author-designer/ICT’s used
  • Learning design focus
    • Problem Based Learning focus:emphasis on the process of students solving a real world problem.
    • Project/Case Study focus: emphasis on creating a product or artefact.- process may be supported by case materials.
    • Role Play focus: emphasis on subrogation: “walking in the shoes of others”.
    • Collaborative focus: emphasis on interacting and collaborating with peers to facilitate construction of knowledge.
    • Concept/Procedure Development focus: emphasis on understanding and/or consolidating learning about concepts and/or procedures.
critical elements of learning designs
critical elements of learning designs
  • Analysis of variety of designs (Oliver and Herrington)
  • Learning tasks as basis for learner experience
  • Resources and supports as discrete components
representation of a learning design
representation of a learning design
  • learning sequence as a representation of a learning design
  • designer identification of task, supports and resources
  • visual representation of tasks/ supports and resources
a learning design sequence
a learning design sequence

resources tasks supports

products of the project
products of the project
  • the Boud and Prosser principles for high quality student learning in Higher Education
  • the Evaluation and Review Framework (ERF)
  • the Learning Design construct
  • the Learning Design Sequence construct
  • a Learning Design Classification Framework
  • rich descriptions of learning design exemplars
  • four generic software tools
  • explicit generic guidelines for design, development and implementation of learning designs
illustrating the design
illustrating the design

web overview file:///less/beta5/index.html

  • Role Play guideline suite
  • Demo of tool: Investigate eShell
  • Example of a guideline
role play guidelines
role play guidelines

Process of development

  • 7 LDs submitted with role play focus - built matrix
  • formed online role play expert reference group of 20
  • 2 email icebreaker activities - collected 46 tips - agreed 16 word statement “why we use role play in teaching”
  • 1 day national summit on online role play design - share role play learning designs, discuss draft documents, outline what other teachers would need in order to adopt role play
  • video interviews of 11 teachers and 3 classes
  • literature review
role play guidelines30
role play guidelines

Products (1)

  • Design Decision Points
  • Designers Guide
  • Designers Template
  • Moderators Checklist
  • Moderators Guide
  • Teacher Checklist
  • Platforms Checklist
role play guidelines31
role play guidelines

Products (2)

  • Flat Tyre on High Street Demo Role Play
  • John’s Quick Start Role Play
  • Maureen’s Quick Start Role Play
  • Email Role Play Templates
  • Tips List
  • Video Clips List
  • Learning Design Descriptions & Matrix
illustrating the design32
illustrating the design

web overview file:///less/beta5/index.html

  • Role Play guideline suite
  • Demo of tool: Investigate eShell
  • Example of a guideline
how should we define reusability
how should we define reusability?
  • isolating learning design from context?
  • level of granularity?
  • particular teacher dependent?
  • design reusability?
  • identifying key attributes?
  • generic templates or shells?
  • judging transferability to other domains?

? dissemination and supporting change?

credits
Credits

The authors would like to acknowledge that this project was made possible through participation in the 2000-2002 Australian Universities Teaching Committee project funded through the Higher Education Innovation Programme (HEIP) via the Department of Education, Training and Youth Affairs.