Learning object design, 15th March

Online Learning Task Force

• The Task Force has concluded that:

“online learning…

provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which…

can deliver quality and cost-effectiveness and meet student demands for flexible learning”

Pho

togr

aphe

r: E

lizab

eth

Hun

ter

of th

e B

ritis

h Li

brar

y

S

16th MARCH 2011Moving Learning Online: Learning and assessment activities: blending online and face-to-face 1

Wolf Report

• Rigorous, “future-proof” vocational qualifications

• Tailored to the needs of sector and learner

• More apprenticeships for young people


Use the voting buttons to indicate your main role

a) Support/Online developer

b) Lecturer

c) Curriculum manager

d) Senior manager


• New course• Course updates• Assessment

methods• GLH to LH

Course design

• Schemes of work• What can be

delivered online/f2f

Session planning • Lesson plans

• Grouping activities to enable learning

Activity design

• Individual activity

Learning object design

Adapted from Beetham, 2009

Institutional context


Their needs, motivations, prior learning experience, metaskills, learning styles

Lecturers, facilitators, developers, peers

Benchmark statements, industry, institution,

personal

What tools, resources, affordances do you have available for classroom or

virtual delivery?

Activity Design

Learning Environment

Intended learning

outcomes

Other people

Learners

Adapted from Beetham, 2007

How w

ill lea

rner

s int

erac

t with

envir

onm

ent?

How w

ill lea

rning

out

com

es b

e

deliv

ered

and

ass

esse

d?

Does the learning environment inhibit

the completion of learning outcom

es?

How will learners interact with other

people?

S-K


Use the ‘create text label’ ( )to give examples of online resources and activities


Three examples of approaches to Learning Activity Design

Activity Design


Intended learning

outcomes

Other people

Learners

Thanet College example:• Motor Vehicle learners• Learning environment• Intended learning outcomes• Other people ie learners• Activity designed around this

particular context and situation

Google docs to plan, manage and track learning

Learners working collaboratively to get jobs done


Examples of approaches to Learning Activity Design

Activity Design


Intended learning

outcomes

Other people

Learners

Profile Training example:• WBL – school support staff• Learning environment• Intended learning outcomes• Other people – colleagues• Activities designed around this

context and situation

Virtual Learning Environment open 24 hours a day

Videos of colleagues at school to make it personal


Learners needs


Examples of approaches to Learning Activity Design

Activity Design


Intended learning

outcomes

Other people

Learners

Abingdon & Witney example:• Trainee teachers• Learning environment• Intended learning outcomes• Other people – tutors, peers• Activities designed around this

context and situation

Social Networking site for delivery of DTTLS

Experience social networking & online collaboration


Domains of learning

Knowledge

SkillsSocial

2010 report on Informal Learning shows that “over 70% of what we learn in life and at work is learned informally and socially” (How Informal Learning is Transforming the Workplace, Cara 2010)


DTLLS at Abingdon & Witney collegeExample of social learning through collaboration and negotiation

SWiS example for knowledge of roles at your school

Domains of learning in our examples

Knowledge

SkillsSocial

Distance or Blended or F2F?

Motor vehicle learners acquiring skills – planning, using a tool, tracking


Knowledge

SkillsSocial

Click on the select button

( ) then move your responses

K-S


Knowledge Skills Social

F2F (traditional)

Blended

Distance online

Modes of delivery and types of activity

Knowledge Skills Social

F2F (traditional) Lectures Workshops Common rooms

Blended Online Infokits Weekend sessions e-Mail

Distance online

e-Conference e-Portfolio Twitter


What Knowledge-based activities can you do face to face and online?

Activities that help learners/lecturers recall, comprehend, apply, analyse, synthesise, evaluate

f2f

onlin

e

Eg powerpoint presentation Factual website


What skills-based activities can you do face to face and online?

Activities that help learners/lecturers imitate/demonstrate technique, choose an appropriate technique, construct new

techniques

f2f

onlin

e

Eg Maths workbook Photo storyboard


What social-based activities can youdo face to face and online?

Activities that help learners/lecturers listen to others, discuss, share beliefs, organise values, group work

f2f

onlin

e

Eg Jigsaw group activity wiki

S-K


Bloom’s Taxonomy

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

LOT

S

to

HO

TS

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html


Where do your learner activities lie?

Remembering Understanding Applying Analysing Evaluating Creating

LOTS to HOTS

K-S


Click on the select button ( ) then move your responses

Learning with EASE

•Provide new skills and knowledge

•Stretch and challenge•Multisensory

•Demonstrate new skills and knowledge

•Personalised learning•Group work•Peer assessment

•Roadmap learning objectives

•Make relevant•Diagnostics

•Reflect on learning•Put in bigger picture•Skills relevant to workplace or further study

Embed Engage

ActivateShare


Online tools

• Learning object creators

• Pod/vodcasts• Forums• Wikis

• Video streaming for ‘wow’ factor

• Quiz applications for diagnostics

• e-Portfolios• Blogs

Embed Engage

ActivateShare

S-K


Drivers for Moving Learning Online

• To improve efficiency & learner engagement• To prepare learners for the world of work• Learner expectations • Forums offer a place to discuss ideas• Competition - to extend reach of provision• Collaborative opportunities• Social media offers opportunities for informal

learning• Can help learners take responsibility

K-S


Mapping pedagogical templates to components of a course

http

://e

prin

ts.io

e.ac

.uk/

960

/1/J

ara2

007

Ped

agog

ical

.pdf


http://eprints.ioe.ac.uk/960/1/Jara2007Pedagogical.pdf

Component To consider when choosing mode of delivery

Skills Demonstrations between lecturers and learners

Assessment Design, submission

Communication With lecturers and peers, formal and informal

Knowledge Delivery methods for subject specific information

Resources Access to books, journals, equipment

Administration Enrolment, induction, QAQE

Careers Information, Advice and Guidance

Embed Reflection, ILP, pastoral, Bringing it all together

S-K


Case Studies on Excellence Gateway

K-S

Component Examples

Skills West Kent College: Dance and IT capture evidence using pocket video camcorders

Assessment Focus Training: Using videos to streamline assessment and enhance communication

Communication Tyne Metropolitan College: Learners use Facebook to record evidence of work experience

Knowledge Kaplan Financial Ltd: Live Online on a computer screen near you!

Resources South Staffordshire College: Widening access to resources through e-books

Administration e-Learning PRD Group: Peer review on e-learning strategy

Careers Fareham College: Engineering Pathway tool helps potential Diploma students make the right choices

Embed City College Birmingham: Piloting a virtual world for communication, teaching and learning


Support is available

• Surveys• Best practice• Audit• Communities

• Critical friend• Installation• Training

Measure impact

Find out

PlanImplement


Resources and References

Effective Practice Planner Checklist: http://www.jisc.ac.uk/resourceexchange

Case studies • http://www.delicious.com/elearningcasestudies/

References:

Informal learning:

http://www.caracorp.com/documents/CARA_SocialMediaImpact_PulseSurveyReport.pdf

http://www.knowledgejump.com/learning/informal.html

Learning taxonomies:

http://www.infed.org/biblio/b-learn.htm

http://www.nwlink.com/~donclark/hrd/bloom.html


http://www.jisc.ac.uk/resourceexchange



http://www.delicious.com/elearningcasestudies/




http://www.caracorp.com/documents/CARA_SocialMediaImpact_PulseSurveyReport.pdf







Appendices

• The following slides are extra depending on where the conversation goes


Pedagogical templates…(Jara & Mohamed)

Knowledge (content)

Skills Social(support)

Basic common model

Supporting materials on VLE, module

information, calendars

Unmoderated social media

Intermediate & communication model

Supporting materials designed to

demonstrate higher order thinking skills, online submission

Moderated social media

Advanced and integrated model

Primary source of information, personalised

information/metrics

Social media integrated into

resources, support through f2f


Synchronous Vs. asynchronous

Copied from Hrastinski, 2008


Quality Assurance & Enhancement:Key Themes

• Activities – support the objectives and – engage with several senses and emotions?

• Stretch & challenge or other differentiation?• Personal Learning & Thinking Skills identified

– support development – encourage reflection

• Links made to further resources – work independently

• Activities linked to the real world– Develop skills relevant to the workplace or further study?


Experiential approach to learning design

Learning environmen

t

Lecture theatres

VLEs

CD-ROM

Web-Conference

Workplace

Activities

Challenges

Kinaesthetic reinforcement

Mindwork

Problem solving

Role play

Learning partnerships

Senses

Eyes

Ears

Mouth

Nose

Nerves

Intuition

Emotions

Aggression

Boredom

Fear

Hope

Happiness

Sadness

Intelligence

Logical

Verbal

Bodily

Musical

Spatial

Interpersonal

Learning and change

Planned

Emergent

Activist

Pragmatist

Concurrent learning

Prospective learning


Which tool?

One multipurpose tool

Raw materials and resources

One dodgy shed

Lots of different tools

Raw materials and resources

One posh shed (that is watertight)


References

• Beetham, H (2007) ‘An approach to learning activity design’, in Rethinking Pedagogy for a Digital Age, Beetham, H & Sharpe, R (eds), Routledge, pp26–38


Learning object design, 15th March

Education

Transcript of Learning object design, 15th March