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Designing and Implementing Learning Technology Designing and Implementing Learning Technology Projects – A Planned ApproachProjects – A Planned Approach
Professor Mark Stiles and Dr Jenny YorkeProfessor Mark Stiles and Dr Jenny Yorke
Staffordshire UniversityStaffordshire University
EFFECTS/ELT Seminar – April 2003
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PreamblePreamble
eLearning challenges roles
Most course design is “ad-hoc”
Support professionals not integrated
Rationale for development unclear
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Why a planned approach?Why a planned approach?
Some alternatives ‘Lone Ranger’ (Bates)–Why?
• Funding models, academic freedom, tradition, enthusiasts
–Why not? • Delivery late, different or fails. • Workload. • Unrealistic expectations, creeps. • Monitored? Evaluation? Local benefit.
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Why a planned approach?Why a planned approach?
Academic team + support– Why?
• Acceptable to academics - retains freedom• Academics freed from technological tasks • Facilitates expertise development of support staff
– Why not? • Delivery late, different or fails• Workload• Unrealistic expectations, creeps • Monitored? Evaluation? Local benefit • Support staff not involved in whole process –
expertise constrained
EFFECTS/ELT Seminar – April 2003
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Why a planned approach?Why a planned approach?
The ‘CAL’ approach (from ITTI etc)– Why?
• Experts with identified roles• Possibly easier to manage
– Why not? • Isolation of roles• Different cultures and languages • Development of expertise constrained to team• Lack of shared agenda
EFFECTS/ELT Seminar – April 2003
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What is a Planned Approach?What is a Planned Approach?
Integrative– People, processes, institutional context
Focussed– Why?– Learner requirements
Practical– What, Who, is involved? How?
Learns– Evaluates, feeds back to all, improves
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A Planned Approach – added valueA Planned Approach – added value
Better courses – more efficiently
Ensures institution benefits
Sustainable eLearning
Better learning experiences
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AAnalysenalyse • define ‘it’, who, what, needs, options
DDesignesign • match learners, outcomes, pedagogy, and technology to create
course design
DDevelopevelop • learning activities, assessment methods, media….
IImplementmplement • ‘deliver’ to learners
EEvaluatevaluate • at all levels: learner, development team, institution
A Simple Model - ADDIEA Simple Model - ADDIE
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FeasibilityFeasibility
Is it needed?
Can it be done?
Can we afford it?
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Institutional ProcessesInstitutional Processes
Need a clear view of:– Approval mechanisms for course developments– Requirements for validation– Quality assurance procedures– Support for development and delivery– Costing/charging models– Assessment regulations– Enrolment procedures– VLE administration and support– Procedures for course end– Procedures for academic monitoring and teaching
quality
EFFECTS/ELT Seminar – April 2003
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LearnersLearners
Market? But who are they?– How prepared? Needs? Expectations?
Learner autonomy– and eLearning– characteristics and levels
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Learning Transitions, Context & Learning Transitions, Context & "Culture""Culture"
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Pedagogic OptionsPedagogic Options
Three factors – learner, tutor and learning strategies
– What is the “position” of the learner?– What is the “position” of the learning
outcomes?– What strategies will provide maximum
progress across “transitions”
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Pedagogic Options - examplesPedagogic Options - examples
Lectures – Homework – Exam
Lectures – Assignments – Tutorials – Exam
Problems – Groups – Mentoring – Assessed
Question – Resource Guidance – Tutor Led Discussion - Assignment
Question – Resource Guidance – Tutor Led Discussion – Peer Discussion – Reflection - Assignment
Problems – Assessed
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‘‘Delivery options’Delivery options’
Review periodically to keep up to speed Blended? E? F2F? Blended choices– What mode, when, why
• E.g. f2f then E; f2f and E ‘Tools’ – what might you use? why?– Discussions, email, chat, whiteboard…– Finding resources– Group work – discussion? artefact? – Sharing resources– Feedback, assignments, testing
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Ensuring IntegrationEnsuring Integration
Ownership by all Right people - at the right time Right roles - shared context Right communications - institutional
context Right management Right level of ownership
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Producing an outline planProducing an outline plan
PurposePurpose – institutional; Course rationale ScopeScope – bounds prevent ‘creep’ PhasesPhases – staged development? Stage
phases TimescaleTimescales – imposed? external? ResponsibilitiesResponsibilities – broad, + scale ‘‘Soft’ deliverablesSoft’ deliverables – e? or blended,
pedagogic approach? Assumptions, risks, constraintsAssumptions, risks, constraints
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The Design ProcessThe Design Process
An Output Driven Approach:
–What is the point of the course?– Develop clear outcomes–What activities will help learners:• Develop the outcomes, and/or• Demonstrate the outcomes
–What resourcing do the activities need?
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The Design ProcessThe Design Process
Output from course design should be:– Course structure– Activities– Assessments – Resources– Choices of tools and systems – Induction for learners – WHY as well as how
Using this and the outline development plan, produce full plan with detailed components and scheduling
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Development and ImplementationDevelopment and Implementation
Implementing the Plan! Developing the course
Pre-planning – eases this stage, but…
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Development and ImplementationDevelopment and Implementation
Monitor progress– On schedule? Right direction? Quality?
Reality check– Did you get ‘it’ right? - Formative evaluation
Record effort– What is actually involved? Real cost?
Corrective action – justified– Restore direction? Or change it?
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Development and ImplementationDevelopment and Implementation
Quality Requirements Support and information– Who, what, when, how, how long?
Usability – ease of use– Accessible, clear, consistence, readable?
Accessibility– Equity of access, participation, outcomes
IPR clearance– Its got to be done!
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Development and ImplementationDevelopment and Implementation
Preparing for Delivery– Staff development
• Online tutoring. Practice. Confidence– Support infrastructure, service levels
• Joined-up support, reporting mechanisms• A traditional problem• All committed? All understand?
– Organisational procedures • Enrolment? Quality?
– Assessment• How? Special procedures? What? Recording marks
– Marketing• Now. Or earlier? www opportunity
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Implementation (Delivery)Implementation (Delivery)
Reality Check
– Ready to enrol?– Final Quality Assurance?– Support in place?– Deliverers in place?
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Implementation (Delivery)Implementation (Delivery)
The “Kick Off”
– Enrol– Induct– Ensure Access– Late comers & Drop-outs
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Implementation (Delivery)Implementation (Delivery)
The Steady (!) State - Deliver Course–Manage group work– Set up and initiate activities– Feedback– Assessments–Monitoring, Supporting, Guiding and
Mentoring
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Collaborative & Group WorkingCollaborative & Group Working
Collaborative with
Individual Outputs
Collaborative with
Team Outputs
Group with
Individual Outputs
Group with
Team Outputs
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Collaborative & Group WorkingCollaborative & Group Working
Issues– Fairness– Passengers– Group Failure– Appropriateness– Learner Skills– Group Size
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Set up & initiate activitiesSet up & initiate activities
make clear– your expectations – timescales– formative or summative–mode of submission– how feedback will be given
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FeedbackFeedback
Should have planned feedback for each activity at the design stage
Ensure “service levels” are adhered to
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Assessment & Group WorkAssessment & Group Work
– Peer Assessment - higher learner acceptance when used to mitigate tutor grades
– Monitoring - if learners confident that tutors are monitoring as part of assessment, concerns are reduced
– Formative/Staged Assessment - learners produce evidence at stages during activity -this will boost confidence.
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Monitor, Support, Guide & MentorMonitor, Support, Guide & Mentor
Which are you doing?
Why and what are you monitoring?
How will you respond to individuals’ problems?
How will you deal with difficult individuals?
Peer support is a powerful tool
EFFECTS/ELT Seminar – April 2003