Christine Ferraris, Laurence Vignollet & Christian Martel
Title:
OpenScenario: a Web-Based Integrated Development Environment of
Pedagogical Activities using Scenarios (IDEAS)
Abstract:
Creating technology enhanced collaborative learning activities remains a difficult task. Despite the existence of modeling languages, the appropriation of by teachers or trainers has not happened yet possibly because the tools provided do not match their habits and requirements. In order to contribute to resolving this issue, we propose an integrated environment, called OpenScenario. This environment allows, through a unique interface, to access all tools and services required to flexibly create, deploy, monitor and assess scenario-based pedagogical activities. This environment will be described and illustrated with a real life fully-fledged application for Competencies Assessment.
Susanne Neumann, Petra Oberhuemer
Title:
Lessons Learned from IMS Learning Design Tool Developments
Abstract:
The IMS Learning Design (IMS LD) specification was introduced in 2003 to provide a standardized language for describing activity-focused learning arrangements. Since then, several projects were funded to provide proof of practice for IMS LD. Funded projects included primarily tool developments and the transfer of learning arrangements and courses into the language of IMS LD. The presentation will focus on two main points in this regard. First, outcomes of an IMS LD Expert Workshop will be presented. Experts combined their experiences within IMS LD related projects and discussed problems in regard to the IMS LD tool developments, and what may represent barriers to a wider acceptance. Second, results of an evaluation of an IMS LD graphical modelling tool, which requires no prerequisite knowledge in regard to IMS LD, will be presented. The evaluation, which was performed with 21 instructors at a higher education institution, showed deficiencies in the general approach to tool development, where editors and runtime environments are usually separated. Conclusions from the two parts of the presentation will be combined in regard to the conference theme “Opening Up Learning Design”, more specifically focussing on factors that may need to be in place to further propel IMS LD.
Dr Chris Alexander
Title:
LAMS in TESOL: sketching potential
Abstract:
This paper aims to provide some initial ideas on how LAMS might be utilised in TESOL . Even though this research area requires significant development, it is held that there is growing potential and justification to use LAMS in TESOL. To this end an attempt will be made to illustrate how LAMS, with its increasing number of authoring tools, could be used (or might be developed to be used) to create sequences that addressed language learning skills in the following six key interrelated areas: vocabulary, grammar, reading, listening speaking and writing. It is maintained that a pre-while-post sequence could be one way of providing a foundation structure learning-design template on which teachers might draw on their experience to build sequences for the practice of these language skills. Although the creation of a more specialised TESOL authoring tool would assist in the construction of non-Internet dependent and LAMS-gradable sequences, it is held that TESOL sequences can still be authored with many of the existing tools.
Eleni Rossiou, Spyros Papadakis, Konstantinos Paparrizos
Title:
Using LAMS to facilitate an effective synchronous virtual classroom in the teaching of Algorithms to undergraduate students
Abstract:
Modern theories of learning suggest that there is a social dimension to the learning process. However, the majority of traditional students don’t participate actively in the actual classroom environment. Transition from f2f learning to blended learning means greater demand for support via synchronous Tutoring Tele-Meetings (TTM). In conventional Higher Education in Greece students have physical presence by attending lectures but they don’t really have the opportunity to actually involve themselves in the learning process. Virtual classroom is one of the tools that can reduce the sense of isolation by offering more engagement opportunities for both online and traditional students. Keeping everyone engaged in a virtual classroom is a challenge because, unlike a physical classroom, students’ body language cannot be read. It is important to provide students with learning activities before, during and after the TTM in order to achieve much more than just listening and passive attendance. In this paper we propose a LAMS sequence template and we share the lessons learnt about using LAMS to facilitate open education in our university. Organizing synchronous e-learning opportunities for our students is an effective way to increase self-learning with less guidance and support. By using LAMS we can properly prepare and monitor our students to enhance their participation in effective TTM with which we complement teaching of Algorithms to undergraduate students.
Andrew Brasher, Simon Cross, Paul Clark, Grainne Conole
Title:
Visualising processes and products for activity and curriculum design
Abstract:
In the Open University and other distance universities, design of learning activities is typically carried out by teams composed of people with a variety of specialist skills including academics, programmers, graphic designers and editors. The design process is usually iterative and messy; one approach we have taken with the aim of supporting effective and efficient design is to facilitate communication and promote reflection amongst the design team via generation and use of visual representations of learning designs. This approach to learning design builds on previous work (e.g. UML activity diagrams, LAMS) typically focused on visual representations at the course and course component level. Building on work we presented at the 2008 European LAMS conference we will report qualitative evidence about the benefits of, and barriers to, use of visual representation in the Open University's course production processes.
Extending our work at the course and course component level, we will also describe initial work on the use of visual representations for modelling and managing information to support the process of curriculum development.
Anna Mavroudi, Papadakis Spyros, Thanasis Hadzilacos
Title:
LAMS Sequence Metadata Application Profile
Abstract:
A key dimension of Learning Design is educational metadata which facilitate search, evaluation, acquisition, and re-use of any kind of resources like learning objects and learning activities sequences.
A Metadata Application Profile (MAP) consisting of 17 fields for Learning Objects (LO) and learning sequences, crafted specifically for the needs of the LAMS Community of Practice (CoP) is presented, justified and discussed. MAPs are sub-schemas of the amalgamation of standard metadata schemata for LOs, in our case LOM, DC and the metadata of sequences of learning activities used in the LAMS repository. MAPs are needed because standard metadata schemata are cumbersome in their excruciating detail (whence not adhered to), incompatible, and still not sufficient for the needs of a particular CoP. Our methodology for designing the LAMS CoP MAP started with an analysis of the LAMS sequence repository; it consisted of selecting a globally representative sample of LAMS learning sequences, choosing the statistically most popular ones, evaluating the correctness of their metadata usage and determining suitable corresponding metadata fields from LOM and DC. As a result, the MAP recommended adheres to international metadata standards and the needs of the community of LAMS while keeping in mind the work done in order to promote future interoperability, ease of indexing and successful search of the Learning Sequences in the LAMS repository..
Martin Weller & Liam Green-Hughes
Title:
9Step: A social web learning pathways tool
Abstract:
This will be a demo and discussion based around a preliminary idea to develop a simple learning pathways tools. Most learning design type tools start from the knowledge we have regarding pedagogy and learning. As such they are often sophisticated, but also complex to use. The aim of this approach is to start from the basic principles of successful social web applications, and once we have defined these to build a learning pathways tool that matches them.
The resultant tool, 9step, is far simpler than many of its counterparts, but it may have greater potential to achieve the critical mass required for success. The presentation will outline the core principles, demonstrate the tool and use this as the basis for discussion. Issues we will consider include whether simple tools can achieve complex learning, is a socially mediated learning tool viable, and what are the key principles for such a tool?
Dai Griffiths
Title:
Rich services in interoperable Learning Designs: can the circle be squared?
Abstract:
Since the inception of IMS Learning Design (LD) the conundrum of providing flexible runtime services which are also interoperable has been a key problem. The LAMS platform, inspired by IMS LD gave priority to the creation of a practical framework for the integration of a rich set of services (at the expense of cross-platform interoperability of service rich learning designs), while the infrastructure built to run IMS LD focused on interoperability of learning designs (at the expense of a rich set of services). In this presentation we report on work in the TENCompetence project towards a resolution of this impasse through the provision of a rich and flexible set of services for IMS Learning Design runtime, using a widget server developed by the project. The capabilities of the widget server, and its potential for use in a wider context are outlined. The presentation also describes related work in the TENCompetence Learning Design Toolkit, which situates IMS LD in the context of a wider framework. Reflections are offered on the role of IMS LD in eLearning applications today, and the way in which these have informed an LD Player currently under development in TENCompetence is outlined.
Patrick McAndrew
Title:
Open Educational Resources to Open Educational Designs: openness as a route to sharing
Abstract:
Sharing practice and experience between educators working in higher education has proved itself to be a hard problem: content is often not designed for transfer; people need to adopt ownership before use; the investment in time to understand someone else's teaching can be high; and, it is rarely anyone's job to look for ways to reuse resources. Previous work on pedagogical patterns and learning design (McAndrew, Goodyear and Dalziel, 2006) suggested that making designs more explicit may help sharing take place. The development of learning design repositories (Burgos & Griffiths, 2005) and the growth of the LAMs community offer some evidence for the validity of this view. However it seems that it is only a partial solution as designs in isolation can be too abstract without underlying instantiations. The Open Educational Resources (OER) approach to sharing content offers a possible source for such sharable instantiations. This presentation will look at how work on design representations can come together with open access materials to provide a basis to research routes to reusability. It will consider the potential cycle for use and reuse of OER, the needs of the educator community and look at examples of additional design material produced in CompendiumLD.
Diana Laurillard, Dejan Ljubojevic
Title:
Evaluating learning designs through the formal representation of learning patterns
Abstract:
Open design is an intriguing concept for education, because the development of pedagogy has never operated in this way before. What are the optimal conditions for sharing and re-use of open designs to work?
Pedagogy has always been shared through imitation, but there is rarely an opportunity for pedagogy to be shared and debated, shaped and refined, while being designed within a professional community of practice, because it is difficult to make it public and shareable.
With the opportunity now to share ideas and designs through digital representations several projects have set out to capture pedagogy through representation in the form of ‘learning patterns’. We also now have the means to represent pedagogy in the form of a runnable sequence of learning activities, through LAMS. Can we optimise this relationship?
The presentation considers using learning patterns to evaluate the pedagogy embedded in a learning design sequence.
Could they be described in terms of formal computational metrics for the quality of a learning design that could advise learning designers as they work? Could a federated pattern-repositories system be devised to enable identifying and reusing learning patterns across its constituents? We will present the initial results of our explorations with learning patterns
.
Philippa Levy
Title:
Design for learning and the research/teaching nexus
Abstract:
There is increasingly strong policy emphasis nationally and internationally on the importance of mainstreaming student learning through inquiry and research, thereby contributing to strengthening the ‘research/teaching nexus’ in Higher Education, from the first undergraduate year upwards (e.g. Boyer Commission 1999; Jenkins et al 2007; New Zealand Ministry of Education 2002). Paul Ramsden’s recent call for new models of curriculum argues that all curricula should ‘incorporate research-based study for undergraduates (to cultivate awareness of research careers, to train students in research skills for employment, and to sustain the advantages of a research-teaching connection in a mass or universal system’ (2008: 11).
Is there a role for design for learning methodologies and tools in support of this agenda? How might they be used and developed in ways that are consistent with the aim to encourage student ownership of their experiences of learning through inquiry, and to foster inquiry partnerships between students and staff? This presentation will offer a critical reflection on issues and challenges in design for research- and inquiry-based learning, drawing in part on lessons learned from research into the use of the Learning Activity Management System (Levy et al 2009). A conceptual model identifying four modes of inquiry-based learning will be considered, and the case for developing tools specifically for students as designers of inquiry and research processes will be explored.
Christos Pierrakeas, Spyros Papadakis, Michalis Xenos
Title:
Assisting Tutors at the Hellenic Open University in the processes of designing, planning, managing and reusing Learning Activities
Abstract:
The aim of this paper is to present some early findings of the pilot implementation of Learning Design at the Hellenic Open University (HOU). This study represent the first step of a broader effort that seeks to use learning design tools for support tutors and learners in distance education across our university by charting existing international experience and methodology. This study aims to investigate how active tutors and students at the HOU (Greece) approach understand and deploy LAMS and the additional support and tools they would find helpful. Such work holds interest for all developers and users of learning design tools. Ten semi-structured interviews were conducted with Computer Science undergraduate students and one tutor that have been utilized LAMS to support his student at the middle of their first year distance study. This paper examines the evidence of this case study through a discussion of issues emerging from the interviews and a questionnaire responded from twenty eight students of this group. Students demand to tutor on ‘just-in-time’ basis, more practical tutorial examples and exercises to be active, hands-on, practical supporting by peers. Tutors interested in adopting learning design as innovating and enhancing the technological support understand, on the other hand, that it is complex demanding and time consuming.
Helen Beetham
Title:
Design for Learning: making educational sense in digital contexts
Abstract:
The JISC-funded ‘Design for Learning’ programme explored the convergence of technical developments such as LAMS and IMS LD with an increasingly design-led approach to learning and teaching practice. Its basic premise was that pedagogic intention can be articulated with the support of technology, that these articulations can be shared with other people and systems involved in the learning process, and that they can be enacted through learning activity or object design. Over a dozen JISC-funded projects have now reported their findings. LAMS has been extensively used, tested and augmented, as have other technologies including ReCourse and the two UK pedagogic planners.
Liz Masterman, Marion Manton
Title:
Theory and reflection in pedagogy planner tools to support learning design
Abstract:
Within the e-learning research community, theories of learning are now widely considered to play a key role in the effective integration of digital technologies into teaching and learning. Indeed, this stance has underpinned the development of a number of pedagogy planners: purpose-built tools that support teachers in the practice of learning design. However, data from evaluations of two such tools (Phoebe and the London Pedagogy Planner) suggest that, while some teachers accord a major role to theory in professional development and practice, others assert the primacy of reflection on personal experience.
These findings have substantial implications for a multi-institutional team which is currently researching a range of tools to provide university lecturers with a new online “learning design support environment” (LDSE: http://www.ldse.org.uk). Therefore, we are working with ten “informants” – experienced lecturers, staff developers and/or e-learning specialists – who are providing input into the design of this environment. In this presentation we will report on in-depth interviews exploring informants’ relationship to theory and reflective practice with a view to understanding, inter alia, i) the extent to which guidance provided by the LDSE should be underpinned by theory; ii) which of the panoply of theories, models and pedagogic frameworks are most relevant; and iii) how should the LDSE should balance theory versus personal experience as a criterion for reflection.
Tom Boyle, Musbah Sagar, Martin Agombar, Nils Millahn
Title:
Layered learning design – linking Generative Learning Objects and LAMS sequences
Abstract:
‘Learning design’ or ‘designs for learning’ operate at many different levels from modules, through session plans, down to designs for reusable learning objects. This paper will outline an approach to learning designs for reusable learning objects. These basic level learning objects focus on one clear learning goal or objective. The presentation will first outline the GLO (Generative Learning Object) approach to capturing executable learning designs at this level. This will be illustrated through the GLO-Maker authoring tool. The paper will then consider how these GLOs can be linked to LAMS level sequences. This will be articulated through the concept of layered learning design where one level provides a service which is used by the layer above. In particular, the talk will consider how GLOs may provide a design service to articulate components in LAMS sequences that deal with rich, multimedia based learning. It will be argued that this layered approach to learning design provides a more powerful approach to design than can be supplied at one layer alone.
Simon Atkinson & Kevin Burden
Title:
Codifying the DiAL-e Framework: Making Learning Designs Accessible for reuse
Abstract:
There are a number of well established 'learning object' repositories (MERLOT / JORUM) and a number of community sharing environments for learning designs (Cloudworks.ac.uk). There are also a large number of media rich resources now available through publicly accessible archives and repositories with large scale investments in digitization such as that by JISC in the UK continuing apace.
However there is still a gap in the support for practitioners in the deconstruction and pedagogical guidance of existing learning objects and 'learning designs' as these fail to articulate the intent of their designers.
In 2007 a team from the University of Hull began a JISC (UK) funded 'assisted take-up' project for one digitization project. That completed work created the DiAL-e Framework (www.dial-e.net), an articulation of 10 designs for 'things the learner DOES with a digital artefact'
The international team (UK & NZ) is now codifying the DiAL-e designs in a number of 'learning design tools' to optimise the use being made of the various repositories and to encourage the articulation of successful practice. These tools include PowerPoint, eXe, LAMS and Compendium LD.
In this presentation the authors offer their reusable designs in various downloadable 'tool' formats for peer review.
Ernie Ghiglione, Marina Rodríguez Aliberas* , Lluis Vicent*, James R. Dalziel
Title:
Using Moodle Activities within LAMS
Abstract:
In this paper we discuss the implementation of the LAMS Tool Contract to include Moodle learning activities within the highly visual context of the Learning Activity Management System (LAMS). We aim to show how learning tools, from different Learning Management Systems, (LMS) can be included in a visual learning design environment such LAMS using a common interface (LAMS Tool Contract). In addition, we present an example of tool interoperability where learning activities can be used in complex and sophisticated learning designs using LAMS.
Eric Engh
Title:
Using LAMS in the development of the engineering course: International Welded Structures Designer
Abstract:
Through different Leonardo da Vinci projects in the period 2005-2010 new pedagogical principles for organizing and delivering more cost- and time-efficient blended learning and training has been developed for the VET community within the welding sector. The basis for these projects have been a new pedagogical methodology called Activity Based Training (ABT). With ABT the students created a product and obtained theoretical and practical education and training according the status of the product development. LAMS were used as a design tool for the course development. For the period 20009 through to 2011 a new development for International Welded Structure Designer (IWSD) will take place. The courses will be approximately 100 or 180 hours of theory. The pedagogical bases for the courses will be cases which are based on real life experience. Around the cases a framework will be developed allowing the students to reflect on the cases and obtain theoretical education as long as they solve the cases. Important factors will be a structured approach to the course itself, followed by a flexible system which will allow the students to be branched into different area of theory, giving feedback to the teachers at different levels. It is also foreseen that the use of video as a tool for creating visual reports will be exploited further. LAMS with tools and facilities is the backbone for the course development. The paper will present the key ideas and results from this project with practical examples from the course.
Leanne Cameron
Title:
Assessing LAMS Chat and Forum
Abstract:
The LAMS Chat and Forum discussions held in this course led to students’ deeper understanding of the set course readings and their improved engagement with course content. Their use overcame students’ reluctance to join in the classroom discussions and avoided them being dominated by a small number of their peers. Using LAMS meant the discussion could accommodate simultaneous small groups and moved the discussion to a more student-centred activity.
When using the online discussions, almost every student came to their tutorials well-read and prepared to discuss the readings, which contrasted markedly with the traditional face-to-face tutorials that had been conducted previously. Consequently, the level of engagement with the readings and their enthusiasm for the topics was greatly improved. A growth in the students’ level of understanding was often witnessed during a discussion and many times a student’s firm stance on a topic swayed after a healthy online debate with fellow students. In addition, the students were heard debating the various articles before and after tutorials, and questions at course lectures became far more insightful. The quality of this cohort’s work throughout the course confirmed the use of LAMS Chat and Forum facilitated student understanding and engagement of the course material.
Leanne Cameron
Title:
Activity Planner
Abstract:
This presentation will include a detailed demonstration of the LAMS Activity Planner. The Planner has been designed to produce runnable learning activities that can be readily used with students. It provides a scaffold that guides teachers through the design process so that they can add their own content to educationally sound learning activities. In this way, the LAMS Activity Planner will support the sharing of effective pedagogy. It encourages the reuse of existing learning designs, resources and learning objects without requiring lecturers to become experts in learning design or theory.
Elena de Miguel, Covadonga López, Ana Fernández-Pampillón and Maria
Matesanz
Title:
From e-pedagogies to activity planners. How can they help teachers?
Abstract:
Within the framework of the Project E-Ling, at Universidad Complutense de Madrid (Spain), our research team is working on the creation of educational materials and defining online pedagogies in the area of Linguistics. We have been using LAMS, for some years now, to design activity sequences in higher education. Our learning sequences have fundamentally focussed on collaborative learning environments, however, we have realised that LAMS can be employed in many different online pedagogies. One of our main interests in LAMS is to point out its adaptability, as some of the designers/ teachers working with us can only see the use of sequences as an instructor-led type of learning. We have transformed some of our tested sequences into pedagogical planners, using the activity planner tool provided in LAMS. In the second stage of our work, we are surveying teachers about the use of these planners, in order to determine f planners help them not only to save time but open new possibilities of using different pedagogies in LAMS. In this presentation, we will show some examples of planners, sequences obtained through these planners and some of the analysed opinions.
This research is being done within the project “Un modelo hipermedia modular para la enseñanza de la Lingüística General”, TIN2005-08788-C04-03 funded by DGICYT (Spain), main researcher Covadonga López Alonso.
Dror Ben-Naim & Ernie Ghiglione
Title:
Developing AdaptiveTutorials using LAMS and AeLP
Abstract:
In this presentation we will focus on the theoretical and practical
aspects of developing an integrated lesson plan using LAMS and
Adaptive eLearning Platform (AeLP) . The entire pedagogical process
will be discussed:
1. Conceptualization
2. Development
3. Deployment and in-class monitoring
4. Post activity reflection and adaptation
In the presentation we will also cover some fundamental concepts of
Learning Design and ITS Authoring and show how those concepts are
achieved when AeLP and LAMS are integrated.
What is the Adaptive eLearning Platform
The Adaptive eLearning Platform (AeLP) is a complete, web based
solution for authoring Adaptive Tutorials, deploying them to students,
monitoring student progress, and analyzing student behaviour. An
Adaptive Tutorial is an interactive, online learning activity that
intelligently adapts to student knowledge level based on a live
analysis of interaction data and performance. Adaptive Tutorials are
authored in the AeLP's Authoring Environment and are deployed to
students by either embedding them into any LMS, or contextualizing
them in LAMS Activities.
Ernie Ghiglione
Title:
New features in LAMS 2.3
Abstract:
In this session Ernie will present the new innovative features of LAMS Version 2.3. LAMS 2.3 enables a new level of collaboration in learning design by adding full interactivity with audio and video in every activity.
Other new features for teachers include a gradebook, instant messaging support for students during their LAMS sequences, full latex equation editors, and more.
Massive technical improvements in LAMS now allows it to run on small devices such as netbooks or intel classmates delivering a performance 375% faster than previous versions with a quarter of the memory use!
LAMS 2.3 is the best release so far.
Sarah Knight
Title:
Working towards effective practice in a digital age
Abstract:
This session introduces an updated version of the 2004 JISC publication ‘Effective Practice with e-Learning’ and explores how practitioners can remodel a curriculum through technology in order to support an increasingly numerous and diverse student body.
Taking into account messages from the publication, ‘Effective Practice in a Digital Age’, and the greater understanding of student behaviour acquired from JISC-funded research into learners’ experiences of e-learning and expectations of its use in higher education, the session will involve delegates in asking: Can we identify guiding principles from today’s practice to meet the demands of tomorrow?
Gráinne Conole
Title:
Learning design at the OU – visualising, guiding and sharing designs
Abstract:
The keynote will provide an update on the OU Learning Design Initiative (http://ouldi.open.ac.uk). OULDI aims to provide support for the entire design process; from gathering initial ideas, through consolidating, producing and using designs, to sharing, reuse and community engagement. The vision is of a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies. Tools and approaches are clustered around three main aspects of design: visualising and representing pedagogy, guiding and supporting the design process, and sharing and discussing ideas; each informed by an evolving understanding of the design process.
The presentation will provide an update on the visualisation tool for design, CompendiumLD and a social networking site, Cloudworks , for sharing learning and teaching ideas linked to designs (Conole, Culver et al., 2008, Conole and Culver, forthcoming). The presentation will describe recent work in which we are exploring how these tools can be used to describe both learning activities and design at the curriculum level.
CompendiumLD enables users to visualise a design sequence. It also provides in situ help, for example on how particular tools can be used to support different types of learning activities or suggestions of case studies or examples (CompeniumLD is available to download from http://compendiumld.open.ac.uk). The resulting design representations can be saved in a variety of formats – as simple visual jpegs, as XML or as a set of connected, interactive webpages. Evaluation from user trials and workshops indicates that users find the tool easy to use and that it provides a valuable way of articulating their design activities and as a means of guiding them through the design process. It enables them to develop a shared language for discussing ideas with others and as a means of making the design process more explicit.
Cloudworks is a social networking site for sharing learning and teaching ideas and designs (http://cloudworks.ac.uk). There are two core concepts: the notion of 'Clouds' and 'Cloudscapes'. A Cloud can be anything to do with learning and teaching. Each Cloud is social in that it is possible to have a conversation around the Cloud. A Cloud could be: a short description of a learning and teaching idea, information about resources or tools for learning and teaching, detailed learning designs or case studies of practice or a question as a starting point for a discussion. Clouds can be aggregated into Cloudscapes associated with a particular event, purpose or interest. For example you can have Cloudscapes associated with a conference aggregating Clouds about conference presentations or tools and resources referenced. A Cloudscape can be set up for a workshop where Clouds might include workshop resources, tools or activities. Cloudscapes can also be more general for example to stimulate debate about a particular teaching approach. Clouds can be associated with more than one Cloudscape. The presentation will provide an update on some of the significantly technical developments, which have taken place over the past few months and will provide an opportunity to launch a new look and feel for the site.
Recently we have being exploring how the tools and approaches we have developed as part of OULDI can be used to help with the design and reuse of Open Educational Resources (OER). The keynote will describe how CompendiumLD and Cloudworks are part of the core technical infrastructure for Olnet (http://olnet.open.org)– a global network designed to support users and researchers of OER.
James Dalziel
Title:
The evolution of Learning Design: From pedagogic neutrality to good teaching ideas
Abstract:
Learning Design can be seen as a reaction against the impoverished teaching and learning theory underlying online courseware and related technical standards. In particular, Learning Design drew attention to the astonishing absence of collaborative learning in many early e-learning approaches. By way of a solution, Learning Design sought to build a more comprehensive model of educational activities and processes that could encompass many different pedagogical methods. The goal of this meta-model was to be able to describe a wide range of different pedagogical approaches and methods - hence the model's controversial but worthy aspiration to "pedagogic neutrality" in terms of a descriptive framework for educational activities (not content). While ongoing development of the meta-model, Learning Design software and technical standards is required, significant progress has been made in the past decade. The more important challenge, now, is to use the fruits of Learning Design to capture and share good teaching ideas among the world's teachers. This presentation will provide an overview of the evolution of Learning Design towards the effective sharing of good teaching ideas, including discussion of new developments in LAMS V2.3 and the Activity Planner.