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Project Director
Diana Laurillard
Project Manager
Jonathan San Diego
LKL Researchers
Darren Pearce
Tim Neumann
Project Details
May 06 to Feb 08
Funder
JISC (Design for Learning Programme),
Centre for Distance Education, University of London
Keywords
Learning design, pedagogy, learning patterns, learning activities, generic pedagogic design.
Project website
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A User-Oriented Planner for Learning Analysis and Design
The pedagogy planning tool is being developed in collaboration with educational practitioners who define their requirements for an online tool to support their current learning design practice. It focuses on the critical aspects of learning designs, and makes the pedagogical design explicit, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. In this way the planning tool helps practitioners to be ‘reflective' and become part of the educational community that engages in collaborative exploration of new forms of learning design, enabling them to engaged in their own discovery of how best to use TEL.
The project is exploring the extent to which a learning design support environment can
- provide enough flexibility to adapt to the needs of educational practitioners in different institutional contexts, while enabling the sharing of expertise across contexts
- enable teaching practitioners to experiment with learning design, learn from each other, and provide a more effective experience for learners
- link to the community-generated wiki (the Phoebe project), online learning object repositories (e.g. JORUM, OpenLearn), case studies (e.g. CDE, TLRP, Becta. JISC, NIACE, HEA), learning designs and distillations of educational research findings (e.g. TLRP briefings, JISC briefings, Becta reports, HEA summaries), local information about learner needs (e.g. feedback surveys, examiners' reports).
The ultimate goal is to support the educational community in effective innovation in TEL that succeeds in improving the quality of the learning experience, learning outcomes and learner support.
London Knowledge Lab/Institute of Education:
Diana Laurillard,
Jonathan San Diego, Darren Pearce, Tim Neumann
London Metropolitan University:
Tom Boyle,
Claire Bradley,
Dejan Ljubojevic
LAMS International:
Andrew Logue
Institute of Education:
Harvey Mellar, William Gibson, Martin Oliver
London Metropolitan University:
Debbie Holley, Peter Oriogun
London School of Economics:
Steve Ryan,
Matthew Lingard,
Herve Didiot-Cook
Royal Vet College:
Kim Whittlestone,
Nick Short
The main output is a proof-of-concept system, and specification for a collaborative online planning tool that the e-learning community can own and develop itself. Evaluation of the initial prototypes in response to practitioners' requirements and testing include the following preliminary findings:
- The visual representations of learning design decisions and their consequences are welcomed, and workable
- The approach of offering default input for design decisions that users can edit or accept is an efficient way of enabling lecturers to work quickly to understand how to use the tool
- Practitioners want integration with VLEs, and the means to manage the development and sharing of a large number of learning designs
- Laurillard, Diana (2007) ‘Modelling benefits-oriented costs for technology enhanced learning', Higher Education, published online 17 October, 2006.
- Laurillard, D. (2008) ‘The teacher as action researcher: Using technology to capture pedagogic form', Studies in Higher Education, 33 (2), forthcoming.
www.wle.org.uk/d4l
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